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House of Commons
Education Committee
The English Baccalaureate
Written evidence - Web
Volume III This volume contains written evidence accepted by the Education Committee for the inquiry The English Baccalaureate
List of written evidence Volume I
Page
1 Michael Tidd 1
2 Geoff Lucas, HMC 2
3 ISRSA (Independent Schools Religious Studies Association) 3
4 Jonathan Morris, Headteacher, St Wilfrid’s School 5
5 The Oratory School 6
6 Cllr Mrs K M Roche 7
7 Hugh O’Neill, Headteacher, St Benedict’s Catholic School, Bury St Edmunds 8
8 Paul Allen 11
9 Andrew Strachan 13
10 Mr S G Bell, Headteacher, Paisley Catholic College 16
11 Cath Brookes, Deputy Principal, Burntwood School 17
12 Vincent Everett 19
13 Mr Brendan Hickey, Headteacher, St Thomas More Catholic School 20
14 John Keller, Principal, Guthlaxton College 22
15 Gail Neill, Director, Diocese of Nottingham Education Service 23
16 Michael Wright, Headteacher, Leyland St Mary’s Catholic High School 24
17 Christopher Curtis, Headteacher, St Bede’s School 25
18 James Reeve 27
19 Danny Brierley 29
20 Mr Nick Taunt, Headteacher, Bishop Luffa School, Chichester 31
21 Andrew R Middleton 33
22 Mervyn Apthorpe, Assistant Headteacher and Head of Technology, St Thomas 34 More Catholic Science College
23 Miss Moria Kent, Head of RE / PSHCE / Careers, Stanley High School 35
24 Richard Wilkin, Headteacher, St Bede’s Inter Church School 36
25 Barnaby Lennon, Headmaster, Harrow School 37
26 Sharon Gladman 38
27 Damien Graham, Deputy Headteacher, All Saints’ Catholic High School 39
28 Tony Downey, Headteacher, Blessed Robert Sutton Catholic Sports College 40
29 Bernadette Mimngah, Vice Principal, Mount Carmel RC Technology College for Girls 41
30 La Retraite RC School 42
31 Mr Philip Wood 44
32 Music Education Council 48
33 Miss Doreen Cronin 49
34 Martin Lapworth 50
35 George Graingers 53
36 J C Bamford Excavators 54
37 Professor John F Healey 55
38 David Sheppard, Headteacher, The Charter School 56; 57
39 Council of University Classical Departments 58
40 Jennifer James, Head of History, Holte Visual and Performing Arts College 59
41 Judith Mossman, Professor of Classics, University of Nottingham 60
42 Jonathan Kerr 61
43 Mrs Jane Crow, Headteacher, Cardinal Newman School, Luton 63
44 Chris Lord, Head of Classics, Chigwell School, Essex 65
45 Mrs Barbara Roden 67
46 Anna Karstan 69
47 ASDAN 70
48 Mrs Aston 76
49 Classics Department, Hereford Cathedral School 77
50 Mrs Susan Rutherford 78
51 The Better History Group 80
52 Richard Vaughan 84
53 David Boothroyd 86
54 Andrea Lea 88
55 Dr Iain W Farrell, Director of Studies, Harrow School 90
56 The Royal Academy of Engineering 91
57 Jolyon English 93
58 Andrew Hampton 94
59 Association of Colleges 95
60 Denise Davids 102
61 Elizabeth Wolverson on behalf of the London Diocesan Board for Schools 103
62 T Hammond, Headteacher, Hagley Catholic High School 105
63 Cath Taylor 107
64 A Kurt, Head of Classics, Dartford Grammar School 109
65 Rowan Stephenson 110; 111
66 Dominic Hodgkinson 113
67 Mrs E A Hayden, Head of Religious Studies, Christleton High School 114
68 Sheila Oviatt Ham 116
69 The Learning Machine Ltd 120
70 Sue Warrington, Headteacher, Chace Community College 124
71 Miriam Fairclough 126
72 Professor Judith Lieu, Chair of the Faculty Board, Faculty of Divinity, University of Cambridge 127
73 Ian Bangay, Head of North Yorkshire Music Service 129
74 Kevin Harley, Deputy Head, Curriculum, The Piggott School 131
75 National Association of Religious Education (NATRE) 133
76 Geographical Association 137
77 AMiE 146
78 J M Kenny, Chair of Governors, Thomas Alleyne’s High School 149
79 Ifs 150
80 Barnardo’s 152
81 John Connor 157
82 Fiona Hopkinson 160
83 National Society for Education in Art and Design 161
84 Professor Robert Jackson 165
85 NASUWT 171
86 Felicity Gibbins 185
87 New Visions for Education Group 186
88 Mr Afshar, Head of Business Studies, Wimbledon College 192
89 Mrs Marion Gibbs, Headmistress, James Allen’s Girls’ School 193
90 Staffordshire County Council 195
91 Peter Davies, University of Birmingham 200
92 Linda Cadier 203
93 All Hallows RC Business, Enterprise and Sports College 205
94 National Union of Teachers 207
95 Brian Murphy 212
96 Steve Jewell, Principal, The Littlehampton Academy 213
97 Little Ilford School 214
98 Danielle Fairey 215
99 Leadership Team, Cardinal Newman Catholic School, Coventry 216
100 Mrs G A Byron 218
101 A J Glover, Headteacher, The Becket School 219
102 Association of University Professors and Heads of French 221
103 Department of Theology and Religious Studies, University of Bristol 222
104 Anne Teasdale 224
105 St John Fisher Catholic College 225
106 Dr Elizabeth Swinbank 227
107 Mrs Jill K Taylor 228
108 Joe Hughes, Director of the Education, Diocese of Hexham and Newcastle Education Service 229
109 Dr Cain, School of Education, University of Southampton 231
110 Archbishop Sentamu Academy 232
111 Alderman Colin Cradock, Chair of the South Gloucestershire Standing Advisory Council on Religious Education; Margaret Murphy, South Gloucestershire Advisory Teacher for Religious Education; and Antony Evans, South Gloucestershire Advisor for Personal, Social, Health and Moral Education and Citizenship 241
112 Field Studies Council 243
113 Senior Leadership Team at Sacred Heart of Mary Girls’ School 248
114 Incorporated Society of Musicians and Conservatoires UK 251
115 The Stockport Secondary Headteachers Consortium 256
116 School of Education, Birmingham City University 258
117 Democratic Life 261
118 Girls’ Day School Trust 264
119 Cornwall’s Standing Advisory Council for Religious Education 268
120 National Association of Music Educators (NAME) 273
121 Assessment and Qualifications Alliance (AQA) 278
122 West Sussex SACRE 281
123 Colin Adams, Treasurer, Humanities Association 283
124 Robert Benzie, Head teacher, Ansford School and Chair of the Somerset Association of Secondary Headteachers 284
125 CILT, The National Centre for Languages 287
126 National Committee for 14–19 Engineering Education 298
127 Isabelle Jones, Head of Languages and Teacher of French and Spanish 302
128 Frances Hudson 304
Volume II
129 Clare Stanhope 305
130 Tim Manly 307
131 University Council of Modern Languages 308
132 Governing Body of St Joseph’s RC High School, Horwich 310
133 ConstructionSkills 313
134 Department of Theology and Religion, Durham University 318
135 Alice Charnley, PGCE Student 320
136 Girls’ Schools Association 322
137 Catherine Hynes, Head of Religious Education, The Campion School 324
138 Michael Loveland 326
139 The Independent Schools Association 331
140 Don Henson, Head of Education, Council for British Archaeology 332
141 The Economics, Business and Enterprise Association 334
142 Association for Citizenship Teaching 339
143 Park Community school 342
144 The Curriculum Foundation 343
145 BCS, The Chartered Institute for IT 356
146 Royal Shakespeare Company 363
147 Ruth Robinson 366
148 The Joint Association of Classical Teachers Examination Committee 368
149 Joanne Rawlings 371
150 157 Group 375
151 Ilford Ursuline High School 379
152 Education for Engineering 381
153 School of Education, University of Southampton 389
154 John Johnson, Headmaster, The Campion School 393
155 VAGA, the Visual Arts and Galleries Association 394
156 Institute of Education, University of London 396
157 Institute for Education Business Excellence 403
158 Cultural Learning Alliance 409
159 The Chafford School RE Department 413
160 The Royal Society 414
161 Angela Gallagher-Brett and Liz Hudswell, Higher Education Academy Subject Centre for Languages, Linguistics and Area Studies, University of Southampton 416
162 Paul Scarsbrook, Greg Tatton and Jason warner 417
163 ADS 419
164 Association of School and College Leaders 421
165 Church of England Board of Education and the National Society 426
166 Henry Gowland, Vice Principal (Academic), The Kings Academy, Middlesbrough 430
167 Dormers Wells High School 432
168 Creative and Cultural Skills Council 435
169 Kent County Council 438
170 The National Association of Language Advisers 441
171 Mr P Travis, Headmaster, St Thomas More High School, Southend 442
172 The Association for Language Learning (ALL) 445
173 Liberal Democrat Parliamentary Policy Committee for Culture, Olympics, Media and Sport 451
174 Diploma Development Partnership for the Creative and Media Diploma by Skillset and Creative and Cultural Skills 453
175 Association of Teachers and Lecturers 458
176 Engage 465
177 Group for Education in Museums 466
178 Crafts Council 468
179 Joint Submission on behalf of The Association of School and College Leaders, The Curriculum Foundation and Whole Education 471
180 Mr Pigott 475
181 Cardinal Wiseman Catholic Technology College, Birmingham 476
182 Rev Christopher Thomas 478
183 National Board of Religious Inspectors and Advisers 479
184 The British Psychological Society 484
185 University of Cambridge School Classics Project 486
186 Mrs K Packham, Curriculum Leader for Religious Education, St Thomas More Catholic High School, Crewe 493
187 Leeds SACRE 494
188 Sheffield Learning for Life Partnership 496
189 WJEC 500
190 William Musk 508
191 Arts Council England 510
192 Fr Timothy M Gardner OP on behalf of the Catholic Education Service for England and Wales 513
193 Mr J Partridge, Curriculum Team Leader for ICT, The Minster School, Southwell 517
194 The Design and Technology Association 519
195 Trinity College London 522
196 Naomi Hart 524
197 Nigel Ranson, Headteacher, Our Lady’s Catholic High School 526
198 Don Henson, Education Coordinator of the Heritage Alliance 527
199 Theatre for Young Audiences 529
200 Catharine Darnton 532
201 Links into Language North West 534
202 Mrs J Rowell 539
203 Patricia M Slonecki, Headteacher, St Catherine’s Catholic School for Girls, Bexleyheath 540
204 Matt Buxton 542
205 Matt Brady, Assistant Headteacher, Tile Hill Wood School and Language College 546
206 Chislehurst and Sidcup Grammar School 547
207 Dr Christopher Roy, High Master, The Manchester Grammar School 549
208 Specialist Schools and Academies Trust (SSAT) National Headteacher Steering Group 551
209 Art and Design Education Team, School of Education, Birmingham University 554
210 National Secular Society 557
211 Mark Oliver 560
212 Independent Academies Association 563
213 Theresa Madden 573
214 Mr Brendan Conboy, Headteacher 576
215 Peter Robottom 577
216 Ofqual 578
217 Revd John Fellows 582
218 Steve Gerlach 584
219 Department for Education 586
220 Gary Shilladay, Head of Latin, Dorothy Stringer School 593
221 Burntwood School 594
222 Mark Warren, Deputy Headteacher, Harrow Way Community School 595
223 Dr Irene Bishop and the Senior Leadership Team, St Saviour’s and St Olave’s School 596
224 Derek Jay 597
225 Penelope Summers 599
226 Cassandra Garbutt 600
227 Languages Group, University of Plymouth 602
228 Society of Italian Studies 603
229 John Oakes, Headmaster, Dartford Grammar School 605
230 Royal Opera House 607
231 ESRI UK 608
232 Historical Association 611
233 Template received from 13 individuals from Durrington High School 616
234 Mark Billingham 619
235 Mr B Flint 621
236 Laura Rutherford 623
237 Mrs Sarah Brooks 624
238 Mrs J Parker 628
239 St Marleybone Church of England School 629
Volume III
240 Edge 634
241 Nower Hill High School 641
242 Sally Long 644
243 Council for Subject Associations 646
244 Association of British Orchestras 650
245 Simon Spencer 656
246 Chris Dunne, Headteacher, Langdon Park School 659
247 1994 Group 661
248 Mr Duncan Spalding, Headteacher, Aylsham High School 664
249 e-skills UK 669
250 Caroline O’Neill, Curriculum Leader for RE, Cardinal Hennan Catholic High School, Leeds 670
251 Ron Herbert and Emma McMurrough, Garforth Academy, Leeds 671
252 SLT of Albany Science College 672
253 British Humanist Association 675
254 BT 678
255 Religious Education Council of England and Wales 681
256 Association of University Lecturers in Religion and Education 686
257 Chatsmore Catholic High School 689
258 Graeme Smith 691
259 Paul Scrutt 692
260 Letter to Michael Gove MP from Jon Wright, Chair, Lancashire Association of Secondary School Headteachers 693
261 Emily North 696
262 Mart Anstiss, Headteacher, Felpham Community College 697
263 The Associated Board of the Royal schools of Music 698
264 National Grid 699
265 Universities UK 700
266 National Association of Head Teachers 704
267 Template letter from 345 respondents, as part of a campaign organised by the Incorporated Society of Musicians 708
268 Stephen Pettit, Director of Music, Benslow Music Trust 709
269 Howard Goodall CBE 710
270 Senior Leadership Team, Adeyfield School 711
271 Jane Willis, Headteacher, Notre Dame High School, Sheffield 713
272 Chris Parkinson, Principal. Bosworth Community College 714
273 Mr P J Wickert 715
274 Mr A Sharpe 716
275 Mr Stephen King, Director of Language College and MFL, Campion School and Language College 717
276 Jeannie Cohen and Peter Jones, on behalf of Friends of Classics 718
277 Andrew Johnson, Deputy Head and Head of Classics, Ashville College 719
278 Trevor and Michele Pipe, Co-Principals, Hawley Place School 720
279 James Bovington, KS4 coordinator, Bovington Horsforth School, Leeds 721
280 Paul Shannon, Deputy Headteacher, St Mary’s Schools 722
281 Robert Max 723
282 Jazz Services 724
283 Matthew Bright 725
284 Dennis Wickens 726
285 United Church Schools Trust 727
286 Elizabeth Poulsen (Mrs L Bellow) 730
287 Jen Hartley 731
288 Dennis Drumm 733
289 Jane Ellison MP 734
290 Mrs S Bamforth 735
291 Hampshire Music Service 736
292 Anna Blakemore 739
293 Elisabeth Wigley, Deputy Director (Music Service), Merton Music Foundation 741
294 Royal Geographical Society (with IBG) 742
295 Letter to Michael Gove MP from Specialist Schools and Academies Trust, London Region 749
296 SCORE 750
297 OCR 754
Written Evidence Submitted by Edge
Summary 1. The English Baccalaureate is intended to ensure all young people have access to courses and qualifications which will enable them to gain places at elite universities. Edge supports this aim. However, we believe the E-Bac could lead to unintended consequences, such as schools withdrawing high-quality technical and vocational courses. We therefore recommend creating a suite of three Baccalaureates – English, Arts and Technical, to be known as the E-Bac, A-Bac and T-Bac. Sir Mike Tomlinson has led work on a curriculum for University Technical Colleges which could form the basis for the proposed T-Bac.
2. Elsewhere in the submission –
• we highlight England’s long-standing failure to value academic, technical and vocational learning equally
• we argue that academically-able young people should be entitled to take technical and vocational courses
• we point out the need to fill skills gaps, particularly at qualification levels 3 and 4 • we draw attention to evidence from the USA and elsewhere.
The Edge Foundation 3. Edge is an independent education foundation dedicated to raising the status of practical, technical and vocational education. The Foundation sponsors the Bulwell Academy (Nottingham) and Milton Keynes Academy, and has supported the development of University Technology Colleges, Studio Schools, a hotel school, and work-based higher education.
English Baccalaureate singular or Baccalaureates plural? 4. Michael Gove has said –
We introduced our English Baccalaureate … to encourage more children – especially from poorer backgrounds – to take the types of qualifications that open doors to the best universities and the most exciting careers1.
5. We agree that talented young people should have the opportunity to go to the best universities, if that is what they want to do. We therefore support the aims behind the English Baccalaureate. However, we are concerned that “best universities” and “most exciting careers” have been bracketed together in this way, when there are, in fact, many paths to success.
6. Fortunately, Mr Gove has also said –
1 http://www.education.gov.uk/inthenews/speeches/a0073212/michael‐gove‐to‐twyford‐church‐of‐england‐high‐school
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I’m absolutely clear that every child should have the option of beginning study for a craft or trade from the age of 14, but that this should by complemented by a base of core academic knowledge.
If one looks at those countries around the world that have the best technical education systems, core academic subjects are taught and assessed alongside – not in place of – technical learning until students reach 15 or 16.
That’s why I have floated the idea of an English Baccalaureate ... But it’s crucial to note that securing this core base of knowledge would not preclude the study of technical or vocational subjects. It’s not either/or but both/and2.
7. We agree. The modern world calls for a wide range of knowledge, skills, aptitudes and abilities, including what the CBI calls employability skills. Young people should choose the paths best suited to their interests, aptitudes and talents.
8. However, by introducing a single measure – the English Baccalaureate – the Government is signalling that some subjects matter, and others don’t.
9. Furthermore, league tables drive the behaviour of many schools. In order to protect their position in the new league table, schools will encourage students to drop technical and vocational education (TVE) in favour of E-bac subjects. Young people who could benefit from TVE as part of their Key Stage 4 curriculum might be unable to access it, because they have been directed to take a foreign language, history or geography instead. We believe this is already starting to happen.
10. We therefore recommend that there should be three Baccalaureates – the E-Bac itself, plus the A-Bac and the T-Bac – in order to give equal status to different combinations of subjects:
The E-Bac should be even more stretching than suggested by the Secretary of State. It should recognise achievement in three separate science, technology or engineering subjects, plus English, maths, an arts or humanity3 subject and a foreign language.
The A-Bac (Arts Baccalaureate) would recognise achievement in at least three subjects from the arts, humanities and languages curriculum, plus English, maths and science. In this context, “science” could mean a combined (dual) award, or two separate science, technology or engineering qualifications.
The T-Bac (Technical Baccalaureate) would recognise achievement in a technical or vocational qualification approved by the relevant employer body and Ofqual, plus English, maths, science and an arts, humanities or language subject. Again, science could mean a combined (dual) award, or two separate subjects.
2 http://www.education.gov.uk/inthenews/speeches/a0064364/michael‐gove‐to‐the‐edge‐foundation 3 Restricting the term “a humanity” to geography and history is controversial. However, Edge’s role is to promote technical and vocational education, and we will comment on this issue only in the context of the T‐Bac.
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11. Edge and the Baker Dearing Educational Trust have a particular interest in the T-Bac. Sir Mike Tomlinson has helped develop a curriculum for University Technical Colleges, which will be schools for 14-18 year olds. There will be no entry test: young people will choose to transfer to UTCs at 14, based on their interests and preferred styles of learning. At Key Stage 4, students will spend 40% of their time on technical studies (eg engineering) and 60% on general education. This will include English, maths, science, a modern language and humanities. As far as possible, these subjects will be taught in the context of the chosen technical subject. For example, if engineering is the chosen technical subject, students will apply mathematical concepts to engineering problems, learn about the history of inventions and the great engineers, and study a foreign language (not necessarily at full GCSE level), such as German for engineering. The aim is to bring the whole curriculum to life by showing how knowledge is used in the modern economy. The T-Bac could be developed from this initial work and used by schools throughout England.
12. Each Bac would be extremely stretching. Each would provide clear paths into post-16 and higher education. Importantly, however, they would provide a broad education so young people could change direction at 16 if they wish. In addition, having three Bacs will show that there is more than one way to succeed in life.
The lasting influence of the grammar school curriculum 13. The School Certificate and Higher School Certificate were introduced in 1917. In order to pass, candidates had to demonstrate reasonable attainment in three groups of subjects: (1) English, (2) languages and (3) science and maths. The aims were to test the results of a course of general education and qualify pupils for admission to university or the professions. The second aim rapidly assumed more importance than the first.
14. Doing well in these subjects meant – very largely – remembering facts and using them in written tests. Other abilities, including the ability to make things, were regarded as less important and less worthy of esteem.
15. After the Second World War, it was believed that intelligence and aptitudes could be accurately assessed at the age of 11. Those who scored high marks in 11+ tests were expected to do well in the School Certificate and to have the potential to go to university. Those who scored low marks were assumed unlikely to thrive in a grammar school: indeed, they were not expected to take any exams before leaving school at 15. Technical schools – the third element of the tri-partite system – were often seen as suitable for young people who narrowly missed getting a grammar school place, and therefore as second best.
16. In the mid-1960s, the Labour Government encouraged a move to comprehensive education. Their slogan was “grammar schools for all”, and the core curriculum continued to be based on traditional academic subjects.
17. However, the Newsom Report noted in 1963 that –
Too many [pupils] sit through lessons with information and exhortation washing over them and leaving very little deposit. Too many appear to be bored and apathetic in
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school ... Others are openly impatient. They 'don't see the point' of what they are asked to do4.
18. A lack of interest in academic subjects and/or the way they are taught translated into persistent absence from school, failure to achieve good qualifications at 16, and failure to stay in education or training after 16.
19. Faced with this waste of talent, there have been many attempts to offer alternative forms of secondary education, such as City Technology Colleges. In 2004, the national curriculum was scaled back for 14-16 year olds. Since then, there has been a rapid expansion in technical and vocational provision at Key Stage 4. Teachers believe this has helped more young people achieve qualifications by the age of 16 and continue into post-16 education and training5. A growing number of people with technical and vocational qualifications are progressing into higher education, too.
20. The British economy has a persistent skills gap at the upper technical/associate professional level (qualification levels 3 and 4). This has held us back relative to other economies, including Germany, where there is a much stronger tradition of TVE. Opportunities to experience TVE at school will help fill these gaps.
21. The expansion of TVE has been criticised for several reasons. First, vocational qualifications have been deemed equivalent to as many as four GCSE grades A* to C. Some of these claims are hard to justify. Second, teachers are said to encourage young people to take these qualifications because they count towards their school’s position in the league tables, not because they are in young people’s best interests. Linked with this, Russell Group universities value some A levels more highly than others, and it is difficult to get them without first getting good grades in related GCSEs. In other words, choosing the wrong subjects and qualifications at Key Stage 4 can limit access to Russell Group universities.
22. Professor Alison Wolf’s excellent review of vocational education upholds these criticisms. However, she is clear that all young people should be able to access vocational courses for up to 20% of their Key Stage 4 timetable if they wish.
23. As for access to Russell Group universities, this can be tackled by –
a. giving young people access to the full suite of Baccalaureates described above b. giving young people access to impartial information and advice before choosing they
choose KS4 options c. helping admissions tutors appreciate that people with technical and vocational
qualifications can succeed in higher education. Lifelong Learning Networks are already doing this: for example, VETNET, a network of veterinary schools,
4 The Newsom Report (1963) – Half Our Future: A report of the Central Advisory Council for Education (England). HMSO 5 See, for example, Marianne Burgess and John Rodger (York Consulting), 14‐19 Qualifications Strategy Research (Research Report DFE‐RR055), Department for Education, November 2010. We are disappointed that in her otherwise excellent report on 14‐19 vocational education, Prof Wolf underplays the importance of vocational qualifications in motivating young people who are bored by a conventional academic curriculum.
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universities and colleges committed to providing opportunities for students on vocational courses to get into higher education6.
Academic, technical and vocational forms of learning have a lot in common 24. Connections between the brain, hands, eyes and senses are understood and recognised in the context of the arts. A violinist needs to understand and interpret the notes on the stave, but must also master fingering and bowing. Indeed, each process reinforces the other. The same is true in other arts, and in sport. It is also true – but less well recognised – in carpentry, plumbing, cooking and myriad other forms of human activity.
25. Further, cognitive science tells us that the habits of mind employed by successful learners are the same whether learning is “academic”, “technical” or “vocational”. People show curiosity, imagination and determination when they learn about Shakespeare and when they learn to cook a meal. They investigate and experiment when studying maths and when learning to fix a refrigerator7.
26. Edge commissioned Professor William Richardson and Dr Sue Sing (University of Exeter) to look at what happens when academically-able young people experience practical and vocational learning8.
27. A sample of 170 12-16 year-olds in six schools in England and Wales told researchers that they derived very strong satisfaction from practical and applied learning, which they felt helped them explore the world and understand their place within it. In fact, they enjoyed physical, expressive and experiment-based learning more than analytical forms of learning. A very large majority considered that practical learning was more, or just as, important as mandatory subjects such as English and maths.
28. The Government says that all young people should be entitled to choose strongly academic courses and qualifications, if they wish. We agree. Based on the research evidence, however, we suggest there should be a parallel entitlement: all young people should be entitled to choose technical and vocational courses, if they wish. This can be achieved by offering all young people access to a full suite of Baccalaureates.
Lessons from abroad 29. In 1997, the city of Chicago introduced a new high school curriculum. The aim was to make sure young people from disadvantaged backgrounds and neighbourhoods had access to academically-rigorous courses so that they could progress to college (ie, higher education). According to the University of Chicago –
6 http://www.vetnetlln.ac.uk/ 7 See “Bodies of Knowledge”, by Guy Claxton and Bill Lucas (Centre for Real World Learning, University of Winchester); Edge Foundation, 2010 8 Their report will be published shortly.
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The policy required four years of specific English courses … three years of specific math courses … three years of laboratory science … and three years of social science.
One of the key premises of mandatory curriculum policies is that greater equity in course-taking will lead to improvements in student learning (as measured by tests and grades) and college readiness (as measured by test score gains and increases in advanced course-taking) … Researchers found no evidence of these kinds of broader impacts on academic outcomes as a result of the new curriculum policy. Specifically, test scores in math and English were unaffected by the increase in college-preparatory coursework in the ninth grade. Furthermore, grades declined in both subjects for lower-skill students, and these students were significantly more likely to fail their ninth grade English or math course. Absenteeism also significantly increased among students with stronger skills in both subjects.
Another key argument for mandatory curricula is that these coursework reforms will help students get to college and complete their degrees. Yet the researchers found evidence to the contrary in Chicago Public Schools9.
In short, a strongly academic curriculum is not a panacea.
30. The US Secretary of Education, Arne Duncan, argues that more American teenagers should have access to stretching, academic courses. However, he has recently spoken of the value of technical and vocational learning, known as Career and Technical Education (CTE):
CTE has an enormous, if often overlooked impact on students, school systems, and our ability to prosper as a nation.
It is the responsibility of educators to prepare all students for both college and a career. This must be "both/and", not "either/or."
[When I was] CEO of the Chicago Public Schools (CPS) … we launched an overhaul of Chicago's CTE program … The 10 new curriculums implemented by CPS last year included IT-Game Programming, Early Childhood Education, and Broadcast Technology. And CPS launched a novel Employability Assessment last fall that assesses student skills in areas like problem-solving abilities, work ethic, and computer literacy.
The number of industry certifications earned by CTE students in Chicago nearly tripled from 2008-09 to 2009-10 [and] the percentage of CTE graduates enrolled in college rose 2.3 percentage points during the most recent school year10.
31. CTE is not uniformly implemented across the USA; nor is it consistently excellent. However, some important lessons are being learned which are useful to us. For example, one study showed that student performance in maths improved when it was clearly and explicitly linked to the CTE curriculum:
9 College Prep for All? What we’ve learned from Chicago’s efforts. Policy brief by Christopher Mazzeo, University of Chicago, August 2010 10 Arne Duncan, US Secretary of Education, 2 February 2011
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The Math-in-CTE study began as a pilot in the spring semester of 2004; the full-year study spanned the 2004-2005 academic year. Volunteer teachers assigned to the experimental groups worked with math teacher partners to examine the CTE curricula and develop math-enhanced CTE lessons. The experimental CTE teachers implemented the math-enhanced lessons in their classrooms, while the control group teachers taught their courses without changing their curricula. After one year of learning math-enhanced lessons, students in the experimental classrooms performed significantly better on two of the three standardized measures of math achievement11.
This type of integration is one of the aims of the UTC curriculum developed by Sir Mike Tomlinson.
32. Finally, a quotation from a recent OECD report which examines education systems in a number of countries which perform well in the Programme for International Student Assessment (PISA) –
There seems broad agreement all over the world that education should be about much more than preparation for work. But there is also agreement that preparation for work is a very important goal of education. The evidence strongly suggests that effective preparation for work entails success in academic courses, the acquisition of strong generic work skills – everything from showing up on time and putting in a good day’s work to being an effective team member and working to meet deadlines – and technical competence in the job-specific skills needed to do the entry-level work in careers that pay well. Countries vary widely in the degree to which they provide each of these bundles of skills and knowledge. In countries that do well on all three, youth unemployment tends to be lower, it takes less time for young people to get and keep good jobs, and economic competitiveness is higher12.
24th March 2011
11 Capitalizing on Context: Curriculum Integration in Career and Technical Education, National Research Center for Career and Technical Education, 2010 12 Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States, OECD 2010
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Written Evidence Submitted by Nower Hill High School Dear Select Committee
Executive Summary This submission advocates:
• The inclusion of the WJEC Certificates in Latin in the E‐Bac subjects list • The inclusion of Classical Civilisation GCSE in the E‐Bac subjects list • Prompt publication of the E‐Bac subjects list once these subjects have been included
1. I am writing with regard to your inquiry into the English Baccalaureate. As a National Leader of
Education and headteacher of a maintained community school with a thriving Classics department, I felt compelled to put forward my concerns about the fact that neither the WJEC Certificates in Latin nor Classical Civilisation GCSE has been included in the 2010 E‐Bac list. I would strongly encourage you to remedy this situation for future years.
2. With regard to the WJEC Certificates in Latin, the Department for Education allows what it refers
to as 'accredited IGCSEs' in, for example Latin and Greek, to be included towards the E‐Bac. However OfQual clarifies that there are no such things as 'accredited IGCSEs' and that such qualifications are rather Level 1 and Level 2 Certificates.
3. The WJEC Certificates in Latin are exactly these: Level 1 and Level 2 Certificates, they thus have
the same status as IGCSEs. They have been accredited under exactly the same process and standards that OfQual states it uses for accrediting so‐called IGCSEs. Logic would suggest, therefore, that they ought to be included in the same way as the CIE Level 1/Level 2 Certificates have already been included.
4. That it would be bizarre if, in order for the Certificates in Latin to be included in an 'English'
Baccalaureate, WJEC would simply have to write on the syllabus cover of the Certificates 'International GCSE', when that title is entirely unregulated and undefined and is not accepted for use by OfQual in England.
5. Moreover the WJEC Certificates in Latin far exceed the minimum requirement for linguistic
content for a GCSE qualification; therefore fears that this qualification is easier than GCSE are entirely misplaced and must not cloud the judgement of those making the decision about whether to include these certificates in the E‐Bac list. Since Oxford and Cambridge Universities are happy to recognise the WJEC Certificates as valid pathways to entry to their highly challenging courses, it seems ludicrous for the Government not to include them in the E‐Bac list.
6. The principal examiner for the WJEC Language Certificate, Ashley Carter, was until last year a
principal examiner for OCR Latin GCSE and is currently a principal examiner for OCR Latin A level. This indicates that there is no difference in approach or rigour between the two qualifications, but that the OCR GCSE qualification did not provide all that WJEC Certificates do – otherwise they would not have been able to attract staff of this calibre. The difference is that the WJEC Certificates provide far greater flexibility and thus enable schools to design appropriate and engaging courses for their students, which OCR GCSE simply did not allow. This is why numbers of pupils studying Latin, particularly in the maintained sector, have dramatically increased since the introduction last year of the WJEC Certificates.
7. Schools which use the WJEC Certificates in Latin have already reported a significant rise (a
doubling or tripling) in the number of students studying Latin at KS4 and intending to study Latin at KS5. These
641
schools include many comprehensive schools such as the one I teach at, Nower Hill High School. We currently have ten pupils wishing to continue to AS Level Latin having studied the WJEC course, compared with 5 the previous year and 2 the year before that, after following the OCR GCSE course.
8. If you wish to broaden the availability of Latin to less privileged pupils, it is vital that these
certificates are included in the E‐Bac, because headteachers will not support the often expensive choice to timetable Latin at Key Stage Four if it will not help them achieve greater numbers of pupils achieving the E‐Bac. Inclusion of the Certificates in Latin would promote the growth of Latin at Key Stage Four, whereas exclusion will cause a reduction in the number of students studying Latin in the UK.
9. With regard to Classical Civilisation GCSE, the Department for Education states that it wishes to
encourage a wider take‐up of geography and history. However, it has created a category for the E‐Bac which it calls 'Humanities'. No argument has been put forward by the Department for Education that Classical Civilisation is not a Humanities subject (nor, indeed, has the Department anywhere defined what the Humanities are).
10. The Department states that it did not judge the historical element of Classical Civilisation to be
sufficient. Yet no element of the content of either Classical Civilisation syllabus is less than 1,800 years old. Surely the literature of the ancient world is historical content in its own right? I hope that the Department for Education does not wish to discourage the study of the Iliad, the Odyssey or of Greek tragedy. I would also question on these grounds the inclusion of the Geography GCSE course, which appears to have been included in the E‐Bac list despite having zero historical content.
11. If a concern is that pupils will study Classical Civilisation instead of History if it is included in the E‐
Bac, please consider that only 2,000 state school students took Classical Civilisation GCSE in 2010, while 198,000 students took History GCSE. Many students will have taken both. Even if all students studying Classical Civilisation were to study History, it would not create a significant increase in the total History GCSE entry. On the other hand, current projections based on a Cambridge Schools Classics Project survey of schools (in February 2011) indicate that exclusion from the E‐Bac will cut Classical Civilisation entries from state schools by 29%. The potential educational loss, therefore, is much greater than the potential gain.
12. It is important to be aware that students are making option choices for entries for summer 2013
now. Yet the list of subjects and qualifications which will count for the E‐Bac of 2011 has still not been released. Schools, students and parents are therefore being asked to second guess what decisions the Department for Education will make. This situation is, at best, unfortunate and unhelpful.
13. I urge you to include both the WJEC Latin certificates AND Classical Civilisation GCSE in the E‐Bac
list of subjects immediately, and to make the list available as soon as possible. To miss this opportunity to bolster the place of Classical subjects in the curriculum, particularly in state schools, would put the study of Classics back and risk denying thousands of our young people the chance to appreciate the wonders of the classical world.
Comments from Howard Freed, Headteacher, Nower Hill High School:
I am a Secondary Headteacher and National Leader of Education I have been a Headteacher for 20 years. I am in my second Headship in a London secondary school. I have been Head of Nower Hill High School, Harrow since 2000. Previously I was Head of Leytonstone School, Waltham Forest, 1991 ‐ 2000.
642
The E Bac is not, in its present form, a Baccalauriate. 20 years ago we were under severe pressure to deliver a severely restictive national curriculum to KS4. Bold, brave schools worked against these restrictions and delivered a curriculum suited to the needs of their students rather than a one size fits all curriculum. They were subject to huge pressures not to do this but to deliver the NC as required. Please do not take us back to these days, something that will happen as Heads feel under pressure to deliver the E Bac in its current form. The E Bac threatens the outstanding development of the curriculum that has taken place in so many schools especially over the past decade. If we are to have a Baccalauriate (or more than one) then it must be a real Bac. An "academic" Bac must not exclude academic subjects from across the curriculum. It must not be confined to Core plus Geog/Hist and a Language. There is a place too for consideration of a more vocationally based Bac if we are going down the route of Bacs. There is a massive tension between the Government's stance that "schools know best" (hence the drive towards academies, which I support) and the centralising force of the current E Bac.
10/05/2011
643
Written Evidence Submitted by Sally Long
1. The purpose and benefits of the E-Bac and its value as a measure of pupil and school performance.
The purpose of the E-Bac seems to be to compel schools to teach a fairly narrow
academic curriculum to more pupils. This seems tie in with concerns about the
number of “easy” vocational subjects delivered as part of the Key Stage 4 Curriculum
in order to boost performance in league tables and with the view that the purpose of
any curriculum is to impart a body of knowledge. Obviously the E-Bac was devised
without the benefit of the Woolf report which places great emphasis on the
importance of ensuring that young people leave school with good passes in English
and Maths. It would seem to make much more sense to concentrate on good passes
in English and Maths as a measure of school performance. English and Maths are
the two subjects in the E-Bac that lay the basic foundations for success in other
subjects either.
2. The choice of subjects included in the E-Bac The choice of humanity subjects in the E-Bac seems to be quite random. The three
subjects allowed at the moment are History, Geography and Ancient History. It does
not seem logical that Religious Education is not allowed as this is an humanities
subject. Humanities itself is excluded. If Ancient History can be taken then Classical
Civilisation should also count.
3. The implications of the E-Bac for pupils, schools and employers One key purpose of education is to give students the skills that they will need to take
their place in the workforce once they finish full time education. Obviously English
and Maths teach key skills that every adult needs. It is difficult to justify the place of a
subject such as Biblical Hebrew which no one will use outside unless they teach Old
Testament studies at a university. Employers need employees who have skills such
as problem solving, the ability to work as part of a team or the ability to use research
skills. The E-Bac appears to be weighted towards acquiring a body of knowledge
which may well become obsolete at the expense of giving students a grounding in
skills and qualities that they will need to continue to develop in later life. It does not
644
therefore seem to serve the needs of employers. In the school setting it steers
students towards an academic curriculum which is fine for some students but
undervalues the achievement of those students who follow a vocational curriculum. It
will also add pressure to schools as many will need to employ more language,
history and geography teachers at a time when funding for education is being
severely cut.
24th March 2011
645
WRITTEN EVIDENCE SUBMITTED BY COUNCIL FOR SUBJECT ASSOCIATIONS
Executive Summary
1. The use of the term English Baccalaureate is incorrect in this context. It is being used as an indicator of school performance not an individual qualification. Its introduction is a government initiative to encourage schools to promote specific academic subjects. This has been applied retrospectively which has led to flawed indicators in the 2010 performance tables. The lack of a rationale for the subjects included or omitted, did not assist its position as a valid indicator.
2. An English Baccalaureate could become a worthwhile qualification that was valued by employers and used for access to further education and training. It would need to be carefully designed to recognise what students have achieved in core skills, academic subjects, and wider educational achievements. Curriculum breadth is important for all students up to 16 and everyone is entitled to a good basic education in core skills and knowledge. Qualifications need to be designed and courses provided that engage and challenge young people and measure their achievements.
3. The current use of the term English Baccalaureate to measure the achievement of particular GCSE grades is confusing for students, parents and employers. There is no official “qualification” in terms of a certificate for a school leaver, and so it has no currency for employers in its current form. The way in which it has been introduced has skewed the option choices that students are being given for 2011/12.
Recommendation
4. The CfSA recommends that the government should cease to use the current English Baccalaureate as a performance indicator for schools. It should introduce a carefully planned English Baccalaureate qualification to assure a broad and rounded education for students up to 16; and provide a leaving certificate that recognizes a range of achievements and has currency with both employers and for access to future education.
646
Introduction
5. The Council for Subject Associations (CfSA) is a membership organisation with charitable status that exists to strengthen the role and influence of subject associations. It promotes subject association membership to teachers in all sectors of education for the benefit of learners, and offers a single voice in representing the interests of its members to the broadest range of education stakeholders. It currently represents the Chief Executives and Chairs of 24 subject associations that represent the majority of subjects taught in schools and colleges in the United Kingdom.
The purpose and benefits of the English Baccalaureate and its value as a measure of student and school performance
6. The White Paper, The Importance of Teaching, published on 24 November 2010 announced the introductionn of the English Baccalaureate and that it was to be reported in the School Performance Tables in January 2011. The stated intention was to encourage the take‐up of “individual science subjects, humanities such as history and, especially, foreign languages.”
7. The use of the term English Baccalaureate is incorrect in this context. As currently adopted it is not a qualification, and the intention expressed in the White Paper that achieving the stated combination of GCSEs “will entitle the student to a certificate recording their achievement” has not materialised. No one is responsible for issuing certificates to individual students. The websites of the examination boards make it clear they are not doing so. Therefore, as it stands the English Baccalaureate it is a government initiative to encourage schools in England to promote specific academic subjects to 16.
8. The widespread concern expressed by schools immediately on the introduction of the English Baccalaureate was because it was applied retrospectively and because the range of subjects included was felt to be too narrow and not inclusive of all students in the school. This led to flawed indicators in the performance tables because the students who took the summer 2010 examinations were unaware which courses that would be counted as part of the English Baccalaureate when they embarked on them. Therefore, many students unknowingly disqualified themselves. Undoubtedly, schools will now guide their students towards the named courses. Inevitably, more students will be successful in achieving the English Baccalaureate targets in the next two years, purely because more of them will be entered for the qualifying examinations. The significant improvements in school performance that will appear on paper will not directly reflect better teaching or higher student achievements. It will not be a true, comparative measure of school performance.
9. It is accepted that there has been a concern that some schools have encouraged students to follow “easier” courses that are highly rated for GCSE equivalence in order to improve their position in the performance tables. This needed to be addressed. However, reforms could have been made in a different way. The lack of a
647
rationale for the academic subjects that have been included or omitted in the English Baccalaureate does not assist its position as a valid indicator. For example, many perceive the definition of humanities and languages GCSEs in the list of “approved” GCSEs to be narrow and arbitrary.
10. An English Baccalaureate could have a role as a ‘leaving’ certificate for students if it recognised what they have achieved in core skills, academic subjects, and wider educational achievements. It would need to be carefully designed, piloted and reviewed by teachers, academics and employers. If this were done successfully the English Baccalaureate could become a worthwhile qualification that was valued by employers and used for access to further education and training. The CfSA would strongly support this.
11. This approach has, for example, been adopted in Wales. The Welsh Baccalaureate is a qualification for 14‐19 year olds that combines personal development skills with existing qualifications to make a wider award. It aims to help students to develop the knowledge and skills that higher education and employers want school leavers to demonstrate.
The choice of subjects included in the English Baccalaureate
12. There are aspects of the government’s intention as set out in the White Paper that the CfSA strongly supports, for example that students should pursue a broad and rounded range of subjects until the age of 16.
13. It is very important that everyone has a good basic education in core skills and knowledge. Curriculum breadth is also very important, and all should have an education up to 16 that includes the humanities and languages, creative arts, physical education, mathematics, science and technological study alongside the development of essential skills and values.
14. The notion of an English Baccalaureate is to be applauded if it encourages students to keep their options open rather than specialise too early. A baccalaureate system should be devised that identifies the knowledge that students need to have and the skills they need to acquire if they are to succeed as effective and capable learners, citizens and employees. Qualifications need to be designed for this curriculum and courses provided that engage and challenge young people and measure their achievements. We must avoid the idea that there is a divide between academic and vocational pathways and focus on what young people need to equip themselves for the future.
The implications of the English Baccalaureate for students, schools and employers
15. The use of the term English Baccalaureate for the achievement of particular GCSE grades is confusing for students, parents and employers. It offers nothing new or different. Since there is no official “qualification” in terms of a certificate for a school leaver, it has no currency for employers in its current form.
648
16. In many schools, the way in which this English Baccalaureate indicator has been introduced has skewed the option choices that students are being given for 2011/12. It is reported by several of our member associations that some schools have radically changed their options at 14 in a knee‐jerk reaction to this government action. Options to study subjects like art and design, music, religious education, drama, technology, business and ICT, as well as vocational subjects, are being reduced or even removed. These subjects could be perceived as less valuable by students as a result of the rhetoric of the English Baccalaureate. There is a danger that the English Baccalaureate will be a disincentive to learning for more students than it will help, if it steers them to study courses which are inappropriate for them.
Recommendation
17. The CfSA recommends that the government should cease to use the current English Baccalaureate as a performance indicator for schools. It should introduce a carefully planned English Baccalaureate qualification to assure a broad and rounded education for students up to 16; and provide a leaving certificate that recognizes a range of achievements and has currency with both employers and for access to future education.
24th March 2011
649
Music at GCSE level is a challenging, rigorous
Including Music GCSE in the English Baccalaur
e as it is currently framed will lead to schools deciding not to offer music at GCSE le y
ssurance that “Pupils will, of course, be able to achieve
orking
poorer
and developing children’s emotional intelligen ho
Greater Manchester (involving some £50m), introduced by the last Government, standards
ten boroughs who were prepared tos were starting to fail, the best remedy
was to widen the curriculum, bringing in the arts and sports etc. and as a result, on a
Written Evidence Submitted by Association of British Orchestras
Dear Education Select Committee
Association of British Orchestras (ABO) submission to the Education Select Committee English Baccalaureate inquiry
1. academic subject that contributes to a broad, excellent education. The decision by the Secretary of State for Education not to include music in the English Baccalaureate is of grave concern and we hope that the Education Select Committee will consider this matter.
2. eate will not jeopardise the intent of the Government – pupils will still study a broad-range of subjects that remain challenging, rigorous and academic. Darren Henley, in his independent review of music education published in February, made the key finding that Music ‘should be included as one of thesubjects that go to make up the new English Baccalaureate.’ And the Government responded by saying that music is an ‘enriching and valuable academic subject’.
3. There is no doubt that the English Baccalaureatvel. The net result will be the loss of the ver
real benefits of a music education and an adverse impact on educational standards generally. It will also undermine our currently vibrant creative and cultural economy.
4. We believe that the Government will reward schools with academic children at the expense of those who teach more vocationally minded children, despite their a
vocational qualifications alongside the English Baccalaureate”. This will ultimately create a two tiered system instead of won a more evenhanded approach. Currently, 15% of children get good enough GCSEs in the English Baccalaureate subjects: English, Maths, Science, a modern foreign language, and a humanities subject (history or geography). Meaning therefore that 85% do not. Schools who follow an academic focus will be rewarded, those that don’t will be penalised, which means that the inner-city school where pupils tend to come frombackgrounds will lose out to suburban schools with less deprivation. Those schools teaching many students with English as a second language will be at an even greater disadvantage.
5. Music is an important and difficult academic subject that incorporates creativity. It also has numerous extrinsic benefits: improving numeracy and literacy, supporting social cohesion
ce. In the UK, music education is world classand generates both the audiences of the future as well as the professional musicians wcontribute so significantly to our constantly growing creative and cultural economy. Its importance is also backed by public polling conducted by YouGov, with 97% of those offering an opinion backing the provision of music in schools1.
6. The Greater Manchester Challenge example:
During three years of school improvement inwere raised by creating networks of schools
across the share and disseminate good practice. One lesson from the Challenge was that where school
1 Incorporated Society of Musicians (ISM)/YouGov poll, January 2011
650
number of occasions, these new focuses allowed maths, literacy and numeracy to improveof their own accord. Where schools narrowed their curriculum to concentrate more on literacy, numeracy and science, the problems worsened because staff and pupils became more downhearted and bored with failure. On this basis the English Baccalaureate could cause more schools to fail without the means being available to rescue themselves.
general points:
We believe that the English Baccalaureate will not stretch the bright pupils, for whom theA* grade was introduced. The system as a whole needs more rigour, so that the subjects taught enable young people who are either suitable for university or more prepared
Two
7.
for ployable. The English Baccalaureate is an attempt to improve secondary
- what is needed is an overhaul of the
,
work and are emeducation. We believe that it is not neededsecondary education system.
8. Whilst we agree that giving teachers a greater say on the education of their children with less red tape is good, much of the measure of success of the new system will rely on the quality of teaching. We already hear that teacher training levels will be reduced. Howeveruntil we know how the government intends to dismiss those teachers who are not of the highest standard, the overall system will not improve.
9. We urge the Committee to encourage the Secretary of State to include music within the English Baccalaureate.
10. A list of ABO member orchestras in England forms the appendix to this document.
651
APPENDIX – LIST OF ABO MEMBERS (ENGLAND ONLY) Academy of Ancient Music Academy of St Martin in the Fields
Apollo Chamber Orchestra Aurora Orchestra
BBC Concert Orchestra BBC Philharmonic Orchestra
BBC Symphony Orchestra Birmingham Contemporary Music Group
Birmingham Royal Ballet / Royal Ballet Sinfonia Bournemouth Symphony Orchestra
Brighton Philharmonic Orchestra Britten Sinfonia
City of Birmingham Symphony Orchestra City of London Sinfonia
English National Ballet English National Opera
English Philharmonic Orchestra English Sinfonia
Gabrieli Consort & Players Glyndebourne
Guildford Philharmonic Orchestra Hallé Orchestra
Lancashire Sinfonietta Liverpool Philharmonic
London Handel Orchestra London Mozart Players
London Philharmonic Orchestra London Sinfonietta
London Symphony Orchestra Manchester Camerata
Milton Keynes City Orchestra Monteverdi Choir and Orchestra
New London Orchestra New Queen's Hall Orchestra
Northern Ballet Northern Chamber Orchestra
Opera North Orchestra da Camera
Orchestra of the Age of Enlightenment Orchestra of the Swan
Oxford Philomusica Philharmonia Orchestra
Royal Opera House Royal Philharmonic Orchestra
Sinfonia Verdi sinfonia ViVA
Southbank Sinfonia The English Concert
The Sage Gateshead The Sixteen
652
Music at GCSE level is a challenging, rigorous
Including Music GCSE in the English Baccalaur
e as it is currently framed will lead to schools deciding not to offer music at GCSE le y
ssurance that “Pupils will, of course, be able to achieve
orking
poorer
and developing children’s emotional intelligen ho
Greater Manchester (involving some £50m), introduced by the last Government, standards
ten boroughs who were prepared tos were starting to fail, the best remedy
was to widen the curriculum, bringing in the arts and sports etc. and as a result, on a
Written Evidence Submitted by Association of British Orchestras
Dear Education Select Committee
Association of British Orchestras (ABO) submission to the Education Select Committee English Baccalaureate inquiry
1. academic subject that contributes to a broad, excellent education. The decision by the Secretary of State for Education not to include music in the English Baccalaureate is of grave concern and we hope that the Education Select Committee will consider this matter.
2. eate will not jeopardise the intent of the Government – pupils will still study a broad-range of subjects that remain challenging, rigorous and academic. Darren Henley, in his independent review of music education published in February, made the key finding that Music ‘should be included as one of thesubjects that go to make up the new English Baccalaureate.’ And the Government responded by saying that music is an ‘enriching and valuable academic subject’.
3. There is no doubt that the English Baccalaureatvel. The net result will be the loss of the ver
real benefits of a music education and an adverse impact on educational standards generally. It will also undermine our currently vibrant creative and cultural economy.
4. We believe that the Government will reward schools with academic children at the expense of those who teach more vocationally minded children, despite their a
vocational qualifications alongside the English Baccalaureate”. This will ultimately create a two tiered system instead of won a more evenhanded approach. Currently, 15% of children get good enough GCSEs in the English Baccalaureate subjects: English, Maths, Science, a modern foreign language, and a humanities subject (history or geography). Meaning therefore that 85% do not. Schools who follow an academic focus will be rewarded, those that don’t will be penalised, which means that the inner-city school where pupils tend to come frombackgrounds will lose out to suburban schools with less deprivation. Those schools teaching many students with English as a second language will be at an even greater disadvantage.
5. Music is an important and difficult academic subject that incorporates creativity. It also has numerous extrinsic benefits: improving numeracy and literacy, supporting social cohesion
ce. In the UK, music education is world classand generates both the audiences of the future as well as the professional musicians wcontribute so significantly to our constantly growing creative and cultural economy. Its importance is also backed by public polling conducted by YouGov, with 97% of those offering an opinion backing the provision of music in schools1.
6. The Greater Manchester Challenge example:
During three years of school improvement inwere raised by creating networks of schools
across the share and disseminate good practice. One lesson from the Challenge was that where school
1 Incorporated Society of Musicians (ISM)/YouGov poll, January 2011
653
number of occasions, these new focuses allowed maths, literacy and numeracy to improveof their own accord. Where schools narrowed their curriculum to concentrate more on literacy, numeracy and science, the problems worsened because staff and pupils became more downhearted and bored with failure. On this basis the English Baccalaureate could cause more schools to fail without the means being available to rescue themselves.
general points:
We believe that the English Baccalaureate will not stretch the bright pupils, for whom theA* grade was introduced. The system as a whole needs more rigour, so that the subjects taught enable young people who are either suitable for university or more prepared
Two
7.
for ployable. The English Baccalaureate is an attempt to improve secondary
- what is needed is an overhaul of the
,
work and are emeducation. We believe that it is not neededsecondary education system.
8. Whilst we agree that giving teachers a greater say on the education of their children with less red tape is good, much of the measure of success of the new system will rely on the quality of teaching. We already hear that teacher training levels will be reduced. Howeveruntil we know how the government intends to dismiss those teachers who are not of the highest standard, the overall system will not improve.
9. We urge the Committee to encourage the Secretary of State to include music within the English Baccalaureate.
10. A list of ABO member orchestras in England forms the appendix to this document.
654
APPENDIX – LIST OF ABO MEMBERS (ENGLAND ONLY) Academy of Ancient Music Academy of St Martin in the Fields
Apollo Chamber Orchestra Aurora Orchestra
BBC Concert Orchestra BBC Philharmonic Orchestra
BBC Symphony Orchestra Birmingham Contemporary Music Group
Birmingham Royal Ballet / Royal Ballet Sinfonia Bournemouth Symphony Orchestra
Brighton Philharmonic Orchestra Britten Sinfonia
City of Birmingham Symphony Orchestra City of London Sinfonia
English National Ballet English National Opera
English Philharmonic Orchestra English Sinfonia
Gabrieli Consort & Players Glyndebourne
Guildford Philharmonic Orchestra Hallé Orchestra
Lancashire Sinfonietta Liverpool Philharmonic
London Handel Orchestra London Mozart Players
London Philharmonic Orchestra London Sinfonietta
London Symphony Orchestra Manchester Camerata
Milton Keynes City Orchestra Monteverdi Choir and Orchestra
New London Orchestra New Queen's Hall Orchestra
Northern Ballet Northern Chamber Orchestra
Opera North Orchestra da Camera
Orchestra of the Age of Enlightenment Orchestra of the Swan
Oxford Philomusica Philharmonia Orchestra
Royal Opera House Royal Philharmonic Orchestra
Sinfonia Verdi sinfonia ViVA
Southbank Sinfonia The English Concert
The Sage Gateshead The Sixteen
655
Written Evidence Submitted by Simon Spencer 1. The purpose and benefits of the E-Bac and its value as a measure of pupil and
school performance 1.1 To have applied an “English Baccalaureate” retrospectively as a measure of GCSE
results for the academic year 2009-10 was to misappropriate the term and the purpose of introducing such a tool. Moreover, it seriously undermined the significantly hard work over a sustained period of time by teachers, the accomplishments of young people and the support of their parents and carers. It was imposed without consultation and was an outrageous gesture that has weakened the international credibility of any subsequent development of an English Baccalaureate.
1.2 If the E-Bac is to be used as a measure of pupil and school performance, then it is unreasonable to impose it retrospectively, since what is measured is not the pupil or school performance but a random item for which neither pupils nor schools have prepared.
1.3 The measurement of pupil and school performance should be based on what is taught and assessed. What is taught and assessed needs to reflect what is valued in education. There is a distinct danger of valuing what we can assess rather than assessing what we value. There is no value, purpose or benefit in attempting to apply a system of measuring performance unless it is part of a taught programme of study that is assessed and leads to an award.
1.4 An English Baccalaureate must be far more than an additional measure for school accountability.
1.5 An English Baccalaureate should be a carefully designed programme of study that addresses the needs of young people in the 21st century and: cover a broad and rich range of subject areas; embrace skills for international citizenship, employability and life-long independent learning; offer considerable student ownership and challenge; include balanced assessment methods such as performance, portfolios and products in addition to final examination, and have currency with employers and higher education institutions at home and abroad.
2. The choice of subjects included in the E-Bac 2.1 The choice of subjects included in the current E-Bac is far too limited and limiting.
Inevitably schools will tailor their curricula to whatever is reported in league tables, despite government claims otherwise; there is anecdotal evidence of this happening already. To limit young people’s education to five subjects is inadequate, reductionist and a retrograde step. The five subjects identified do not reflect current needs of, and aspirations for, education.
2.2 The wisdom of including modern and ancient languages in the E-Bac must be questioned. Whilst there is a need to change attitudes toward the learning of languages in this country, it is unrealistic to seek to change this culture through a programme of enforcement. It is clear that the current shortage of language teachers will mean that, in the short to medium term, this goal will be unachievable. Clarification of the role of community languages is necessary.
2.3 What is the rationale for requiring history or geography to be included rather than other humanities subjects? Humanities might additionally include: religious studies, politics, philosophy, psychology, sociology, business studies and more. To require either history or geography only denies choice and flexibility.
2.4 There are two serious omissions from the current choice of E-Bac subjects: arts and technology. The arts and creative industries currently form a major part of GB plc in terms of bringing funding into this country. To fail to include education in and for the arts
656
and creative industries is to omit to deal with one of our major exports and revenue providers as well as denying achievement and attainment in subject areas that are fundamental in creativity as a means of human expression. The subjects which form the arts and technology are vital to twenty first century education.
2.5 The relationship of Science, Technology, English and Mathematics (STEM subjects) to E-Bac seems to be at best functional and at worst to have excluded technology. In the light of para 2.4 above, the taught English Baccalaureate might follow a model similar to that of the International Baccalaureate and include assessment in English, mathematics, science and three other curriculum areas; the arts, humanities and technology.
3. The implications of the E-Bac for pupils, schools and employers 3.1 The current proposals for the E-Bac are far too constraining for pupils; they do not
measure or value the breadth of pupils’ ability, progress or attainment. They offer neither breadth nor balance, which the Secretary of State tells us he wishes to support. Pupils will be forced into a very narrow range of subjects which significantly undermine individuality, personalisation and creativity. The proposals deny growth, challenge, employability and the wider purposes of education. Pupils should be partners in their own education. By shoehorning them into a predetermined mould, where subjects rather than skills, values and attitudes are assessed, we are likely to train, rather than educate, a generation of pupils unable to think for themselves or become independent learners.
3.2 As indicated above, head teachers and school managers are already changing the curriculum in an attempt to satisfy the current E-Bac proposal. For example in one West Midlands school, where Bengali is a community language, it may in future not be taught in order to conform to what the Head and Governors see as the requirements of the E-Bac (see para 2.2 above). This reduction in choice is being met with hostility and opposition from students and parents and is leading to resentment and demotivation, neither of which will assist in the raising of standards.
3.3 A further consequence of the proposed E-Bac is that schools will no longer be able to cater for particular local needs. For example, if construction, engineering and motor mechanics are represented locally and the school has positive connections and a good record of school leavers gaining employment in such areas, what else will schools be able to offer, really? There will be little variation in what students have to offer to employers, besides pass grades in a limited number of subjects.
3.4 How will schools with specialist status use their specialism in future: in particular those schools whose specialism is not one of the E-Bac areas such as Performing Arts, Enterprise or Technology? This expertise will be lost.
3.5 The E-Bac, as currently proposed, will be little more than packaging for a student’s 5 A*-C grade GCSE passes. This will be of little consequence to employers.
4. International comparators for the E-Bac 4.1 The OECD has described high performing countries in the Programme for International
Student Assessment (PISA). However, only students’ abilities in reading, mathematics and science are reported. In the light of this, it is difficult to see the justification for languages and history or geography in the current E-Bac proposal. Arguably, what is more important is pedagogy and subject content if the intention is to improve the rating of education in comparison to other countries.
4.2 It is simplistic to assume that international comparisons of education can be made on attainment alone; this denies the countries’ views of education in terms of its purposes, importance, values, content, resourcing and culture, amongst many other aspects.
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4.3 In the UK we are one of very few countries which assesses students at age 16 and where the school leaving age has been 16 for such a long time. The introduction of a school leaving examination or Baccalaureate at age 18 which could incorporate a range of pathways and subjects, would make international comparisons much easier and would be comparable with the International Baccalaureate, Abitur (Ger), Baccalaureate (Fr), European Baccalaureate (European Schools) and others.
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Written Evidence Submitted by Chris Dunne, Headteacher, Langdon Park School I wish to make the following points about the purpose and benefits of the introduction of the ‘EBacc’ by the Secretary of State:
• It is not a Baccalaureate in the true sense of that word. It is a collection of subjects which it has been decided (by the Secretary acting alone presumably, since his curriculum review has only just begun and does not apparently affect the ‘EBacc’) will form the basis of a measure of ‘matriculation’ for students at 16.
• International comparisons are irrelevant since where such a baccalaureate exists (e.g.
France, Germany) it is invariably for students aged 16 to 19 and as a direct preparation for higher education.
• Its introduction as a retrospective measure of performance is deeply resented by the
profession. By the time Mr. Gove had announced its invention the student cohort first measured had already taken the last exam paper of their GCSE programme. They had chosen those subjects some two and a half years before the announcement of the ‘EBacc’.
• That schools will increasingly feel compelled to steer students towards particular subjects,
not because they are the right ones for them but so that the school’s ‘EBacc’ score in the performance league tables does not suffer, is a given, but professionally abhorrent all the same. Stories are already circulating of schools where students currently already more than halfway through their courses are apparently being ‘fast‐tracked’ through additional ‘EBacc’ GCSEs in order to improve the school’s score in the 2011 league tables. This is educational madness, students being made to take extra courses so that their schools look better, but entirely predictable given the punitive effect of these tables and the fear that ‘EBacc’ percentages will be introduced, possibly retrospectively, as the next floor targets.
• It is very likely to have the effect of creating a two‐tier approach to GCSE exam subjects,
with some being considered ‘soft’ or ‘easy’ simply by virtue of their not being included in the ‘EBacc’ basket. Those of us who believe in the education of whole, rounded, informed, confident and responsible citizens, who actually work with young people on a daily basis and have seen the dedication, commitment and discipline of students preparing say for their GCSE exams in Art, Music, Drama or Dance, will find that kind of subject apartheid both destructive and objectionable. I attach a picture of two such students rehearsing the dance they themselves have created and choreographed before showing it to their peers, staff, parents and governors at a memorably impressive evening GCSE Dance Showcase. This is not soft and it’s not easy!
• I personally feel very strongly that all students should be taught a modern foreign language but feel equally strongly that what the Secretary of State is proposing here is retrograde and potentially very damaging. I want young people to be developing the communication skills which will allow them to lead more satisfying and productive lives in an increasingly global community and marketplace. Mr Gove appears to want them to study a language to ‘stop their brains rusting’ – whatever that means. I attach the comprehensive study of Foreign Language Teaching in Schools in Europe funded by the European Commission in 2001, which shows very clearly that the relatively small group of countries which teach foreign languages successfully do so by concentrating on speaking and listening skills, as we all do in learning our mother tongue. Many students studying a British GCSE in a foreign language have quite a different experience, which is why historically so many of
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them abandoned it at the first possible opportunity. This is not something schools can remedy; it requires the Government to grasp the nettle and completely overhaul the way language acquisition is examined. Just making more students take poorly conceived exams in foreign languages is no answer at all; it will create resentment and increased disaffection.
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Written Evidence Submitted by 1994 Group Response to the Education Select Committee Inquiry into the English Baccalaureate _________________________________________________________________________ 1. The 1994 Group welcomes the invitation from the Education Select Committee to submit
evidence to its inquiry on the English Baccalaureate. 2. The English Baccalaureate is a new addition to the UK education system and as yet
there is uncertainty about the impacts of its introduction on higher education. It does however bring a welcome opportunity to encourage pupils to increase the breadth of their Level 2 (GCSE and equivalent) study. This has the potential to increase opportunities for all students at higher levels of study. The implementation of the Baccalaureate must however be in harmony with the principle that pupils should study a broad range of subjects, appropriate to them, taking into account their aptitude and interest. Currently there is no desire within 1994 Group universities for the English Baccalaureate to be included within university admissions criteria. In terms of Level 2 study it is most important that students gain a broad education which is appropriate to them to maximise their options for further and higher study.
3. We are supportive of measures which encourage all students to have a broad-based
secondary education. Universities mainly take Level 3 (A Level and equivalent) qualifications into account when considering admissions. However, Level 2 (GCSE and equivalent) qualifications are taken into consideration as part of broader measures of attainment and to assess an applicant’s suitability. Therefore, there are few direct effects anticipated on university admissions requirements, at least in the short to medium term. There are, however, a number of wider implications which may have an effect upon higher education which we would like to draw to the Committee’s attention.
4. Although the effects of the English Baccalaureate on university study are difficult to
predict the inclusion of a foreign language within the English Baccalaureate has been received positively. Demand for degree level languages has been in decline, having a damaging knock-on effect on the abilities of UK graduates to study and work abroad. It is vital that pupils are encouraged to take up language study at GCSE level and earlier in order to counteract this trend. It is hoped that the inclusion of languages in the Baccalaureate will be one way of encouraging take-up of a foreign languages. It should be remembered, however, that GCSE level study may not necessarily translate into degree level study, the languages should also be promoted at Level 3. Nevertheless studying a foreign language at GCSE is a move in the right direction.
5. Widening participation in higher education is a top priority for the sector. There are signs
that the English Baccalaureate could make positive contributions to this agenda. If the English Baccalaureate can promote take-up of academic Level 2 qualifications this will increase options for students when looking to further and higher study. One of the problems currently facing widening participation students is they have too often been channelled into vocational qualifications at Level 2 thus leaving them with reduced options later on. It is recognised that pupils who attend schools without a good track record in the Baccalaureate subjects would be disadvantaged by the addition of the English Baccalaureate to university entry requirements, especially given the short lead-in time. This is one reason why 1994 Group universities do not plan to introduce such a requirement. As part of widening participation measures universities take non-traditional
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and vocational qualifications as well as contextual information into consideration as part of entry requirements.
6. There is a potential risk associated with the introduction of the English Baccalaureate.
With the Baccalaureate contributing to the performance measurement of schools the Government is strongly incentivising take-up of the English Baccalaureate. Students should be encouraged to have a broad Level 2 education and it is hoped that the students will not be forced to turn away from art-related subjects and wider humanities subjects such as religious studies, philosophy, economics, law and sociology because of the English Baccalaureate. This would be a most unwelcome side-effect. For higher education this may have knock-on effects on degree level subject choice. At Level 2 pupils should be encouraged to take a broad range of subjects which they have interest and aptitude in. It should be ensured that the introduction of the English Baccalaureate compliments this principle.
7. It is important that there is clarity about the Baccalaureate term, which is potentially
confusing for students. Elsewhere in the world a Baccalaureate is used to refer to a school leaving certificate. In the UK the English Baccalaureate is a new form of terminology applied to a particular group of GCSE’s as part of a wider GCSE profile. Other Baccalaureate qualifications such as the International Baccalaureate are at Level 3 and therefore considered as part of admissions requirements. The English Baccalaureate being at Level 2 as previously considered will not be treated in the same way.
8. Currently there is no intention to include the English Baccalaureate within HE
admissions criteria. The English Baccalaureate has been implemented quickly with schools having extremely limited chance to respond. Universities would not wish to disadvantage students who chose their GCSEs prior to the introduction of the English Baccalaureate nor those from schools with a poor track record in Baccalaureate subjects at Level 2. If the Baccalaureate were to emerge as an area which universities use in admissions criteria it would not be possible to do so until schools and the sector have been able to monitor and respond to the changes.
9. To conclude, as yet there is uncertainty about the impacts of the English Baccalaureate
on higher education. It does however bring a welcome opportunity to encourage pupils to increase the breadth of their Level 2 study. This has the potential to increase opportunities for all students at higher levels of study. The implementation of the Baccalaureate must however be in harmony with the principle that pupils should study a broad range of subjects, appropriate to them, taking into account their aptitude and interest. Currently there is no desire within 1994 Group universities for the English Baccalaureate to be included within university admissions criteria. In terms of Level 2 study it is most important that students gain a broad education which is appropriate to them to maximise their options for further and higher study.
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Appendix 1
The 1994 Group represents 19 of UK’s leading student-focused research-intensive universities. It was established in 1994 to promote excellence in University research and teaching.
12 of the top 20 universities in the Guardian University Guide 2011 league tables published on the 8th June 2010 are 1994 Group members. In 17 major subject areas 1994 Group universities are the UK leaders achieving 1st place in their field (THE RAE subject rankings 2008). 57% of the 1994 Group's research is rated 4* 'world-leading' or 3* 'internationally excellent' (RAE 2008, HEFCE). 10 of the top 200 universities in the 2010-11 THE World University Rankings are 1994 Group members.
The 1994 Group represents: University of Bath, Birkbeck University of London, Durham University, University of East Anglia, University of Essex, University of Exeter, Goldsmiths University of London, Institute of Education University of London, Royal Holloway University of London, Lancaster University, University of Leicester, Loughborough University, Queen Mary University of London, University of Reading, University of St Andrews, School of Oriental and African Studies, University of Surrey, University of Sussex, University of York.
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Written Evidence Submitted by Mr Duncan Spalding, Aylsham High School 1. Executive Summary
1.1. The E-Bac as it is currently designed is not a qualification but an accountability measure
1.2. It will narrow the curriculum rather than broadening it 1.3. Brilliant students will potentially be branded failures unnecessarily for
missing one element 1.4. League table pressures will see students following it inappropriately 1.5. It will do nothing to address the issue of employability skills as raised by
employers 1.6. It will be potentially harmful to subjects such as the Arts that do not
currently figure within the E-Bac framework. 2. About the Submitter
My response to the committee is based upon personal experience as the Head Teacher of a genuinely comprehensive rural school in Aylsham, North Norfolk. We do not take soft options, we encourage students to pursue study that will stretch and engage them. The new E-Bac measure has caused confusion and concern. We are a hugely successful school that achieves excellent outcomes for students. 76% of students achieved A*-C in English and Maths in 2010. 73% achieved 5A*-C including English and Maths. 63% achieved A*-C in English Maths and 2 Sciences. Our EB figure of 16% is disproportionately low compared to our outstanding figures for A*-C including English and Maths. This is simply down to student choice. It is not about students aiming for or being directed towards an easier set of subjects.
3. Curriculum Design or Accountability Measure? School accountability is absolutely crucial in order to secure improvements and raise standards for young people. Great teaching is at the heart of this. The introduction of new accountability measures under the guise of curriculum reform is not the way to hold schools to account. If the E-Bac must be imposed, radical changes will need to take place if it is not simply going to be another tool to show that students from more affluent areas do better than those from poorer areas. It will not in itself do anything to raise standards.
4. Narrowing the Curriculum I would like to put it on record that I feel that the EB, in its proposed form, is a deeply flawed measure that will serve only to narrow the curriculum and will do huge damage to the educational chances of an enormous number of students and lasting damage to the system of education in this country. It has proved very unpopular with many parents as they feel that their children are being forced down a narrow channel. With no clear strategy of implementation parents do not know what impact the EB choice will have on college and university entrance. Indeed, the ad hoc nature of its implementation has caused a huge amount of anxiety at my school. This was compounded by the retrospective application of the standard on this year’s tables which was completely unfair and can only have be designed to make some kind of ideological point. It has not served the interests of parents or
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students, or for that matter schools. If such measures must be introduced they should only take effect when all parties have had a chance to modify policies, should they want to, so that they may be judged accordingly. The measure became part of the tables at the time when schools were trying to plan their options and staffing for the future. This coupled with the timing of the Wolf report points towards a poor understanding at the DfE of how curriculum design and resourcing takes place in schools. The possible cost impact on schools at a time of already pressing staff adjustments is potentially huge.
5. Baccalaureate is a Misnomer It is worth noting that Baccalaureate is a term usually applied to an examination taken aged 18 as an entry requirement for university. It is not simply a collection of subjects but a clear framework with a curriculum philosophy. It also offers students the possibility to specialise as well as to generalise. My perception of the E-Bac is that is simply a performance measure. There is no philosophical framework for it, or nuance to reflect different aptitudes. The most cynical reading is that it is a way of setting a benchmark by which to claim improvements for the new administration. Performance measures should not drive curriculum design or student choice. The Wolf review described certain courses as providing “perverse incentives” for students to be encouraged to follow certain courses of study. The E-Bac does exactly the same. Students will be encouraged to follow inappropriate combinations in a bid to boost league table position. To say this is simply wrong oversimplifies the pressures placed on schools by league tables.
6. E-Bac Lacks Genuine Breadth It appears to me that the government philosophy that "schools should offer a broad range of academic subjects to age 16" is not at all reflected in its EB measure. Music, fine art, Drama, RE, Physical Education, Business Studies, Design/Technology and ICT are all subjects that contain genuine academic challenge. The definition put forward in the paper "STATEMENT OF INTENT 2010 – ADDENDUM (THE ENGLISH BACCALAUREATE)" is far too narrow and does not include the breadth that the government claims to believe in. It does; however, seem to contain a number of subjects (Biblical Hebrew/Latin/Ancient History) that feature strongly in the curriculum at independent and selective schools. There is no need whatsoever to bias attainment tables still further towards these institutions. What is more, this is clear "prescription" when we were promised "permissiveness" by Michael Gove with regards to the curriculum.
7. A Genuine Risk of Disaffection The real danger of the EB is that schools, students and parents will persist with wholly academic study until the age of 16 when it is totally inappropriate for them. The major problems with disaffection do not begin age 16; they start earlier, often in year 9. What lies at the heart of this disaffection is that young people are forced to pursue courses of study that do not engage them or give them any genuine chance of success. If we devalue what these youngsters do from 14 onwards we risk greater issues with behaviour and
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underachievement in our schools and an increase in the issues that can blight communities outside schools.
8. Should We Brand Outstanding Students as Failures? 8.1. When looking at a list of students in my school who are not set to reach
this measure this year I came across a student who has chosen to study a modern foreign language but not a humanity. She has chosen to study drama and music as well as triple sciences. The EB measure would brand her a failure and deem that she has not followed a sufficiently broad curriculum. This is not a view shared by two prestigious Norfolk independent schools who have both offered her significant scholarships. More importantly she has been able to follow her learning passion, love school and blossom in confidence. Surely this is the aim of education. When designing the scope for an E-Bac type measure, if you must have one, there is the potential to have greater flexibility to recognise excellence in the arts or in sciences at GCSE. None of these should be perceived as soft options. Students should have flexibility rather than the prescription proposed at present. Perhaps triple science (not currently afforded any additional status) could replace the language requirement or a student could specialise in humanities rather than just MFL. By the same token a student could adopt an MFL focus and forgo the Humanities component. It is possible that subjects like music, art or drama could become endangered as group viability becomes a real issue at times of financial pressure.
8.2. It is disingenuous to argue that students who do not have the E-Bac will not be considered to have failed, such as the student I mentioned above. If you establish a measure of success you also establish a measure of failure. It will exist in the minds of students, parents, colleges, universities and employers. It is potentially immensely damaging to do this. Often students miss out on one element at 16. They often make up for this at a later date. Will they be able to receive certification at another time? Could this blight their future chances?
9. International Comparisons Should not be Overplayed 9.1. I am sure that the PISA study results will be used to try and justify this
return to such a traditional curriculum. The most successful nation according to PISA, Finland, achieves what it does because it places trust in its teachers and stops finding ways to weigh, measure and if needs be publicly pillory its schools. In Finland the only externally assessed examination for academic subjects takes place at 18. It does broadly follow the shape of the E-Bac but it is a 16+ exam and it contains far greater choice of humanity type subject. Crucially international comparisons can prove useful but tend to be far too sweeping and ignore the particular contexts affecting schools. When you examine PISA the main issue relates to the differences in achievement for lower ability students and the progress that they make. This has far more to do with the whole educational journey, and issues that may arise during the primary phase, than how students are examined at the age of 16.
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9.2. At worst the education system in the UK has stagnated. We have remained resolutely average. The ranking has dropped but the scores have not. That is the only possible outcome in a system that sets its entire store by threshold measures, league tables and Ofsted grades. True revolution does not lie in tinkering with tables and moving goalposts. There’s no point digging the same old hole, in the same old place and to coin another popular phrase you don’t fatten a pig by constantly weighing it. Schools will not take risks or seek to innovate when they are held to account by a culture of blame rather than one of genuinely supportive accountability. Tables and measures are not the answer. The E-Bac will probably become just another floor target to hit schools with, often unfairly and disproportionately because they serve disadvantaged intakes.
10. Is This What Young People and Employers Really Need? 10.1. I do not believe that the possession of an MFL, History or Geography
GCSE will help to provide employers with what they need. Mr Cameron has declared war on “the enemies of enterprise” while his colleague, the Secretary of State for Education has done his best to strip it from the curriculum. Pursuit of the E-Bac measure will not help students to improve their employability skills. It is a purely academic progression pathway that will not get the best out of everyone. The risk is that it will become an easy to understand label for employers. It will be seen as the sign of a good all rounder but it will actually give only part of the picture.
10.2. We live in an age where employers require creative thinkers and effective communicators who are strongly emotionally intelligent and who understand the huge potential of new technologies to shape our world. Our society and communities need people who are resilient, entrepreneurial and driven by a passion for learning and a desire for mastery. The EB measure will do nothing to improve the overall experience of learning for our young people.
10.3. My fear is that, if implemented as is, it will be used simple shorthand by parents, colleges, universities and employers and that genuine talent will be missed. Learning should not be like cod liver oil. You should not have to do things just because they are perceived to be “good for you” and that “I had to do it and it didn’t do me any harm.” It should be about passion, realising potential and discovering a life-long love of learning.
11. Recommendations For Action 11.1. The fact that schools are currently judged against 5 A*-C including
English and Maths including equivalences is absolutely fair and should continue. What this measure does is emphasise the importance of English and Maths whilst allowing youngsters to enjoy success in a range of subjects and assessment types. This includes vocational subjects such as BTECs which are hugely successful in helping non-academic students to receive credit for their hard work and application in school. To change this now and to devalue the work that young people have already embarked upon is irresponsible in the extreme and clearly illustrates that the current leadership of the Department for Education is motivated
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purely by ideological concerns and not the needs of young people. We have a richer and more exciting curriculum in schools than ever before. To dismantle this for ideological reasons is simply outrageous. I agree that it is necessary to review certain equivalences in order to ensure a better balance of the impact that they have on overall attainment in schools, but they must not be lost.
11.2. I don’t believe that an E-Bac is necessary as it is proposed by the coalition; however, if an E-Bac is to be introduced then it needs to be much broader in its scope to prevent credit only being given for a few subjects. It should be based upon an overarching philosophy of learning, encourage community engagement, enterprise, problem solving and work skills. It should allow flexibility; flexibility for students to specialise as well as generalise. It should not be used as a league table stick to beat schools with or as an ideological tool to separate the perceived academic wheat from the vocational chaff. Therefore the course of action in point 11.1 should be pursued until a diploma can be properly planned.
11.3. Have the courage to adopt an accountability framework without having recourse to nationally published and ranked tables. Remove perverse incentives to improve league table position by having a high trust model and getting rid of tables. Finland doesn’t and it hasn’t caused standards to plummet. Quite the opposite in fact.
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Written Evidence Submitted by e-skills UK
The English Baccalaureate (E-Bacc) This is a response to the call for consultation on the English Baccalaureate, with a particular focus on the omission of IT from the approved subjects list.
Main recommendations
e-skills UK shares widespread concerns over the current state of IT-related qualifications in schools, at both Key Stage 4 and 5, in particular the GCSE and A-level specifications. We are also concerned about the issues around vocational qualifications which have been used inappropriately as GCSE-equivalents, with problems occurring in both delivery and assessment.
A primary issue for all IT-related qualifications in schools is the confusion between ‘digital literacy / IT user skills’ (the skills in the day to day use of IT which everyone needs in today’s world) and the study of digital technology / IT as a scientific discipline. Almost the entire school curriculum is focused on the former (basic ‘IT user’ skills).
Whilst expressing some concern over the omission of IT from the current approved subjects list of the E-Bacc, our main recommendations are that:
1. Digital literacy / IT user skills should NOT be considered as a GCSE or A-level subject. Rather, it should be taught like reading and writing at the earliest point possible.
2. Digital technology / IT as a scientific discipline should be recognised for its strategic importance and high quality GCSEs and A-levels put in place.
Given that 1 in 20 of the UK’s workforce works in IT, a proportion that is continuing to grow, it is important for young people’s life opportunity, as well as for the well being of the economy, that students are offered a rigorous, valued technology curriculum in schools.
To create a high quality curriculum in this fast changing area will require the backing of the IT sector and of Higher Education. e-skills UK is working with employers and universities to encourage interest in the development of such curriculum.
Our main recommendation at this time is that a new GCSE, created by the IT sector in partnership with leading universities, should be created. A design point should be that it is recognised as a science and included as such within the e-Bacc.
• This GCSE should :
o be highly valued by both higher education and industry,
o provide rigorous academic foundations suitable for higher education study
o contribute to successful future careers in IT or other occupations
o benefit from the ongoing support of employers across the IT sector in terms of content, delivery support and work experience.
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Written Evidence Submitted by Caroline O’Neill, Cardinal Hennan Catholic High School As the Curriculum Leader for Religious Education in a large compehensive school I would like to challenge your intention to leave RE out of the English Baccalaureate. I learnt in February that Parliament, through the education commitee, has set up a short enquiry into the E-Bac and that written submissions are invited. Whist understanding the purpose and benefits of the E-Bac and its value as a measure of pupils and school performance, I would urge the committee to re-examine the choice of subjects included in the E-Bac. My concern is that without RE as one of the core subjects, schools will switch their attention to the traditional subjects that the E-Bac demands, making recent achievements of RE to be unnecessarily thrown away. 460,000 pupils take RE as a GCSE subject. In my own school close to 200 pupils take the subject as a full GCSE course each year and 80% (ave) pupils achieve grades A* - C. Pupils enjoy their RE and are proud to achieve high grades in the subject when they get their results. Many of the units in the specifications are very relevant to the lives of individual students. The subject rigorously challenges and develops thinking skills. It contributes to emotional development and adult well being. It teaches tolerance between peoples and races.The impact of the subject can be observed both inside and outside of school. Please find attached a short presentation to illustrate my argument further. Please also observe the good and necessary work that is being carried out throughout the country by dedicated and successful RE departments and then please reconsider including the subject of RE in the E-Bac 24th March 2011
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Written Evidence Submitted by Ron Herbert and Emma McMurrough, Graforth Academy
I am writing to stress why RE should be included as a Humanities Subject within the English Baccalaureate.
RE is as much as an academic subject as Geography and History. Not only that, but RE develops students socially, morally and spiritually. Students are able to consider the views of others, which is vital as citizens within society. They are helped to develop high level written skills and learn to reason logically through debate and discussion. They also progress in their verbal and listening skills. The curriculum allows them to consider controversial topics such as the use of fertility treatments and abortion, which will hopefully prepare them better for their adult life.
As a teacher of ‘A’ level Law, I find that students who have studied RE are more able to critically analyse the sometimes significant gaps between legal and moral issues. They are more able to see issues from both perspectives and I believe that RE study helps a great deal in this ability.
We currently have an average of 50 students per year (in a year band of 300) opting to take GCSE RE. Students thoroughly enjoy the course, with many continuing on to study with us at 6th form. We attain outstanding results (100% A*-C).
If the English Baccalaureate is not changed as a matter of urgency and RE left from the requirement, I fear that students will be forced to opt for Geography or History instead of RE. They will not be able to follow their passion for the subject and attain the high grades that we work so hard with the students for them to attain.I truly hope that this injustice is rectified and that RE is given the accreditation that it deserves.
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Written Evidence Submitted by SLT of Albany Science College
E-Bac Inquiry
Purpose and Benefits of the E-Bac 1. Schools already have a plethora of performance measurements. These measurements
have been changed so regularly in the past that meaningful year on year comparisons of performance are becoming impossible. We are already having to contend with Science (one or two?) being added to the 5A*-C E M measure. It would seem that the CV measure is to be phased out.
2. The E-Bac measure has no purpose other than to force schools into a 1960’s grammar
school type curriculum. Until now pupils could gain 8 or more A* grades at GCSE but still not gain the E-Bac. This does not mean these pupils are less ‘academic’. It does indicate that applied, vocational GCSE’s are seen as less valued even though they have a high degree of academic rigour. This is not a good message to be sending out to young people.
3. The E-Back limits choice in the KS4 curriculum and so narrows post 16 opportunities.
There is a danger that a highly prescriptive dogma driven curriculum which reduces choice will impact on pupil engagement and motivation.
4. To date FE Colleges and Universities have not come out in any great support of the E-Bac
as an entry requirement so it has no validity or purpose for those pupils who wish to enter Higher Education.
5. If the purpose of the E-Bac is to show that selective schools with a 1960’s curriculum are
better than comprehensives in performance tables then no doubt it will work. Similarly if the intention is to show that a new performance measure has shown an improvement from E-Bac outcomes in 2010 to E-Bac outcomes in 2013/14 and so the Government was right then it too will work. Such meaningless tinkering with numbers as a means of showing improvement will however be recognised for being a politically motivated irrelevance.
Choice of Subjects in the E-Bac 6. Forcing pupils to do History/Geography and a Foreign Language to attain a meaningless
qualification assumes that other subjects are less valuable and have less merit. 7. The subjects themselves would also immediately advantage Specialist Language and
Humanities Colleges in performance tables which is unfair. This would also apply if RE was added to History/Geography. Faith schools of all kinds would gain a significant unfair advantage in performance tables.
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Implications 8. For pupils the E-Bac will mean less choice of GCSE subjects and the potential for
disaffection to grow if the compulsory curriculum grows. Pupils would not have a broad and balanced curriculum and less chance to pursue interest and ambitions they may have.
9. For schools the issues are many and varied. The implications for the KS3 curriculum and
the amount of time devoted to E-Bac subjects at the expense of others e.g. Technology will be considerable. Staff in subjects like Performing Arts and Technology may find their jobs under pressure as less curriculum time will be given to them. Similarly, recruiting staff in Humanities and Languages especially will be extremely difficult. What are the plans to improve the capacity of well qualified staff in these areas?
Schools would be forced into developing a two tier curriculum – E-Bac and non E-Bac at an early stage which is divisive and unequal.
10. For employers it will add more confusion as to what this will mean. Will having GCSE French and History Grade C make young people any more employable? If all pupils are to remain in education/training until they are 18, surely their most recent, higher qualifications will be considered as more relevant. This is particularly the case when the curriculum will be far more content and factually driven as opposed to a focus on skills.
11. Introducing MfL that allows those fortunate enough to be bilingual by birth whether it is
in Welsh or Hindi does not introduce academic vigour and does not help Britain fill vacancies in Brussels for a fairer European voice. Neither do the ancient and classical languages.
12. The Science inclusion actually means the E-Bac covers GCSE’s and actually 7 GCSE’s if a
pupil is studying the more academically rigorous and incidentally necessary 3 separate Sciences to lead to successful ‘A’ levels and careers in areas such as medicine and pharmacology!
International Comparators 13. The apparent need to compare the UK with Finland, Singapore and some Canadian
Provinces is nonsense. Like is not being compared with like across the whole system. Merely working at output figures and placing countries in a league table will not improve performance.
14. There is a major confusion/lack of clarity as to what advice to give to pupils who are
looking towards University/are capable of going to University but do not want to follow the E-Bac route.
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15. This is particularly so for second languages. In most countries the second language will be
English because (American) English is the international language of business, diplomacy and travel. Some of these comparator countries are so small they have no choice but to learn another language if they are to participate with the global network and economy.
Many countries recognised as good at Foreign Language start with rigour in the primary place. What are the DfE’s plans for this?
16. It would be more realistic to find out how many Germans of school age learn French? How
many Spaniards learn German? To force a second language onto UK pupils because pupils in other countries learn a second language is a bogus argument.
17. In conclusion the imposition of E-Bac has caused confusion, uncertainty and dismay
amongst the majority of the teaching profession. No thought or consultation was put in place at the outset. The educational/philosophical premise on which it is based is extremely weak and irrelevant and the whole thing should be dismissed as an irrelevance.
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Written Evidence Submitted by British Humanist Association 1. About us 1.1 The British Humanist Association (BHA) is the national charity working on behalf of non‐religious people who seek to live ethical and fulfilling lives on the basis of reason and humanity. We promote Humanism, support and represent the non‐religious, and promote a secular state and equal treatment in law and policy of everyone, regardless of religion or belief. Founded in 1896, we have around 30,000 members and supporters, and over 70 local and special interest affiliates. 1.2 We have been involved in the curriculum subject of Religious Education (RE) for over forty years. There are Humanist representatives in some sort of relationship with 88 standing advisory committees for religious education (SACREs) in England and Wales and the BHA itself was involved in work towards the national framework for RE in 2004 and government guidance on RE in 2010. 2. Summary 2.1 We note that one of the aspects of the English Baccalaureate currently being discussed is the place of Religious Studies (RS) within it. 2.2 While we champion the importance of good quality education about religious and non‐religious beliefs and values in all schools, we note that, in its present form, RE is unfit for purpose in many schools. Arguments made in support of its inclusion in the EBacc are weakened by its patchy quality across schools, its restrictive nature at GCSE, and the ability of many schools with a religious character to prescribe confessional syllabuses.
2.3 We urge the Committee, if it considers recommending that RS be included in the EBacc, to recommend also that RE become a nationally determined subject rather than a local one, and be reviewed along with other curriculum subjects as part of the government’s review of the whole curriculum. 3. What are the current arrangements for Religious Education? 3.1 Under the Education Reform Act 1988, Religious Education (RE) is not part of the National Curriculum1 but is determined at local authority level for schools under their control. The local syllabuses produced are variable in their scope and quality. 3.2 The governors of religious academies and voluntary aided schools can set their own RE syllabus and may use the time to provide confessional instruction in the particular religion of the school.
1 It is part of the basic curriculum which comprises RE and the National Curriculum
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3.3 GCSE level syllabuses are set and examined by the relevant examination board in the same way as other subjects. Legally a GCSE syllabus ‘must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religious traditions represented in Great Britain.’ These traditions are assumed to be Buddhism, Hinduism, Islam, Judaism and Sikhism. 3.4 However, GCSE syllabuses are offered that allow schools to teach predominantly about one religious perspective and for young people to pass the assessment components of the GCSE without fully engaging with the teachings and practices of other religions or with non‐religious beliefs.2 4. RE should have a clear place in the school curriculum… 4.1 Good quality RE can help young people to understand the views and opinions of people whose beliefs and values differ from their own. 4.2 Good quality RE can assist young people in developing informed personal responses to big philosophical questions and ethical dilemmas. 4.3 The subject can develop skills of critical reasoning and debate, preparing young people to engage with and come to compromise with those whose views do not represent their own. 4.4 Good RE has the potential to support other subjects such as History, English Literature, Art, Music, and Geography. 5. …but the current statutory arrangements for RE should be reviewed and reformed before RS is included in the EBacc 5.1 RE provision in community schools is patchy: In 2010 RE was rated as ‘inadequate’ in one in five secondary schools in England and Ofsted found ‘very significant variability in the quantity and quality of support for RE provided to schools by local authorities.’3 Ofsted chief inspector Christine Gilbert said, ‘This report highlights two things ‐ first the need for better support and training for teachers and, secondly, the need for a reconsideration of the local arrangements for the oversight of RE, so schools can have a clear framework to use which helps them secure better student achievement in the subject.’ 5.2 ‘RE’ in many ‘faith’ schools does not have to be objective and may comprise confessional instruction: The current provisions allow many state schools with a religious character to meet their statutory requirement to provide religious education by providing confessional instruction in the particular religion of the school. For example the most recent guidance on RE in Catholic schools in England, states that ‘Religious education given to children and young people in Catholic schools must always… contribute to their education in and to the Catholic faith.’4
2 For example see OCR, Religious Studies A (World Religions) http://www.ocr.org.uk/download/kd/ocr_9998_kd_gcse_spec.pdf 3 Ofsted, Transforming Religious Education (2010) 4 The Catholic Education Service Religious Education curriculum directory for Catholic schools (1996)
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5.4 This opt‐out option for ‘faith’ schools results in many students currently not having access to religious education that explores a wide range of views and opinions, including of people whose beliefs and values differ from their own. This negates one of the key arguments in support of the subject – the promotion of community cohesion. 5.5 Religious education that presents one worldview does not allow young people to develop critical thinking skills to evaluate the views and evidence they are presented with and form their own conclusions. In addition, it is confusing for young people to have conflicting information presented as absolute fact in both religious education and other lessons, such as science. 5.6 Religious education as currently taught in some ‘faith’ schools can be exclusionary and offensive to those of a different belief from the school. For example, Church of England guidance on the teaching of RE in schools states that ‘there is a divide between those with a religious faith and those for whom religion is meaningless’ and that, ‘the secular assumption that there is no reality beyond the physical world is ultimately sterile.’5 In 2004 a Department of Education (then DfES) survey found that 65% of 12‐19 year olds described themselves as non‐religious. Many of these students will attend state schools with a religious character. Religious education that dismisses students’ own beliefs in such a way may lead to students feeling that they have no meaningful perspective to bring to debates on key moral issues or that ‘values’ or ‘morals’ have nothing to do with them. This is ultimately damaging for the spiritual, moral, social and cultural development of these young people. 6. A way forward 6.1 We share the belief of colleagues in the field that the omission of RS from the EBacc may cause schools to shift focus from the subject and have a negative impact on the quality of RE being taught at KS3. However, given the patchy quality of RE currently, putting RS on the EBacc without reviewing its place in the wider curriculum and the statutory provisions underpinning it, would be a missed opportunity. 6.2 The Department for Education (DfE) is currently undertaking a review of the entire National Curriculum and its inclusion could be met as part of this process.
7. Conclusion
7.1 Good quality education about religious and non‐religious worldviews is an important part of general education in the Humanities.
7.2 Any inclusion of RS on the EBacc should go together with making RE a nationally determined subject and we urge the Committee to recommend that the current DfE review of the National Curriculum address this issue. 24th March 2011
5 Church of England and national Society, Excellence and distinctiveness: Guidance on RE in Church of England schools (2005)
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Written Evidence Submitted by BT
Introduction
1. BT welcomes this opportunity to input its thoughts on this important topic to the Committee and would be happy to discuss the issues further if that would be helpful.
Background on BT and educational issues
2. BT is a major beneficiary of the UK education system recruiting young people from schools, colleges and universities onto its Apprenticeship and Graduate programmes. In 2010 more than 24,000 young people applied to the BT Apprenticeship scheme and more than 4,600 young people applied for the BT Graduate scheme.
3. BT is a learning provider in its own right, holding a contract with the National Employer Service and Skills Development Scotland for the provision of Apprenticeships across the Group. In the academic year 2009/10 more than 10,000 members of the existing BT workforce undertook Apprenticeship development.
4. BT is also a partner in the UK education system. Working with our Sector Skills Council, e‐skills UK, we input into Labour Market Intelligence which underpins curriculum consideration, we design specific programme curriculum (for example the Diploma in IT and the Information Technology Management for Business Degree) and develop and deliver content and projects to support teaching. We also offer work placements to give young people an up to date awareness of technology‐based careers and during 2010/11 more than 3,000 young people will undertake a work placement at BT through the ‘work inspiration’ programme.
5. BT also supports the Manchester Communications Academy and a new Academy being developed in Hastings as well as working closely with other colleges and universities to ensure that their offering is in line with the needs of employers in the technology sector.
BT’s entry requirement for Apprentices and Graduates
6. In 2010 BT had more than 24,000 applicants for its Apprenticeship scheme. Applicants must have a minimum of 5 GCSEs (grade A‐C including maths and English) for entry onto level 2 and 3 programmes and 2 good A‐Levels for entry onto level 4 programmes. Despite the fact that all entrants onto the scheme hold a GCSE pass in Maths, 18% of entrants fail key skills testing in Maths, typically tested at a level below the Framework that they are undertaking during initial assessment. We also look for enthusiasm for our industry, dexterity (for those engineering and IT roles that have such a requirement), customer focus, team working etc.
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7. For entry onto BT’s Graduate scheme we require 3 Bs at A‐Level and a 2i Honours Degree. The subjects studied and read are not a significant consideration except for roles in our Research and Development business where we would expect young people to have read for a degree that would have given them a firm understanding of technology and the exploitation of technology but more importantly the disciplines that are required in a R&D environment. We also look for functional capability in graduates applying for finance and legal roles.
The English Baccalaureate
8. We believe that the introduction of the English Baccalaureate (E‐Bac) could:‐
i. reflect the role of English and Maths as critical underpinning capabilities for young people entering the workforce;
ents;
rs in
h a
my will thrive.
le that IT will have as a vital business capability, on a par with English and Maths.
ii. reinforce the role that a sound understanding of science and the disciplines that
are developed through scientific study have in preparing young people for further study or employment in STEM environm
iii. promote the need for young people who are going to be operating in a global
work environment to be able to communicate with colleagues and customedifferent languages. For this reason we believe the E‐Bac should promote the uptake of modern languages; and
iv. reinforce the need for young people to demonstrate rounded characters wit
broad range of interests though we believe this could be demonstrated through a wider range of subjects than currently proposed in the acceptable ‘Humanities’ qualifications.
Some concerns with the E‐Bac
9. We have a number of concerns to draw to the Committee’s attention:‐
i. The lack of attention to IT within the E‐Bac. The UK is at risk of becoming a country of IT consumers rather than IT generators. For a successful, vibrant economy we require members of the workforce who not only successfully utilise IT in their roles but individuals who understand how to exploit IT to affect change in their organisations and who are able to develop the infrastructure, hardware, software and services on which a knowledge based econo
ii. We do not believe that the current GCSE or Diploma in IT are the right products
to prepare young people for Further or Higher Education in Technology‐based subjects. Nor are they suitable preparation for direct access into work. We would urge that significant review of the schools based IT curriculum is required and that the long term ambition of the E‐Bac should be to promote the key ro
iii. The E‐Bac does not promote practical or technical experience outside of Maths
and Science and as a result young people with more practical leanings may be
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Design and Technology and Engineering promote this more practical capability.
r creative subject and does not give a true reflection of the priorities of employers.
to pursue the entirety of the E‐Bac portfolio will have an adverse impact on the career
ades that young people present and as a result it is becoming increasingly difficult to differentiate between those
and those who are excellent. 24th March 2011
encouraged to study more academic subjects to their detriment. While we acknowledge the core foundations of maths and science our engineers and IT professionals of the future must be happy working in a practical environment and we believe the promotion of subjects such as
iv. There is a lack of creative subjects in the subjects proposed for the E‐Bac. In a
sector where the speed of change of products and services is fast and the expectations of customers are high, recruits to the business must be creative in developing solutions to the most complex issues. BT does not require specific subjects to have been studied for entry onto its Apprenticeship and Graduate schemes and we have many successful recruits that come from an artistic rather than STEM background. We believe it does a disservice to prioritise the current E‐Bac subjects over Art, Music and othe
v. We are also concerned that schools do not make too great an investment in
teaching and resources to support attainment in E‐Bac subjects to the detriment of those subjects that are outside of the E‐Bac requirements. Many young people will enjoy and be successful in subjects that are not as academically focussed as the E‐Bac subjects. They must not feel that their attainment is any less important to the school or that the decision that they make not
choices.
vi. The introduction on the E‐Bac must be supported by a significant awareness raising exercise for employers. The plethora of qualification and courses that young people present at the age of 16 or that are presented as part of a CV ages 18 and 21 are confusing to employers and do not give an easily understood appreciation of an individual’s knowledge, capability or achievement. This issue is exacerbated by the ever higher levels of gr
who are good
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Written Evidence Submitted by Religious Education Council of England and Wales
1. In this submission, we urge the Committee to recommend that Religious Studies (RS) should be included as a humanities subject in the English Baccalaureate.
2. We urge this because RS: · allows young people to learn about vital aspects of human experience without which study
of the humanities is deficient; · is an academically rigorous humanities subject; · will be severely damaged as a result of its exclusion from the Baccalaureate.
3. There has been a very strong support nationally for the inclusion of RE highlighting the
strength of feeling about its value. This is evidenced by inter alia: · the acknowledged high level of correspondence received by the DFE; · the support from the Association of School and College Leaders through its General
Secretary, Brian Lightman (see appendix); · the very significant press reaction (see appendix).
About us
4. The Religious Education Council of England and Wales (REC) is the membership forum for over fifty professional associations and faith and belief communities which are promoting and supporting RE nationally in schools, colleges and universities. It is a registered charity and acts on behalf of its member organisations in liaising with government on RE issues.
About Religious Studies
5. Under the Education Reform Act 1988, Religious Education (RE) is not part of the National Curriculum1 but is determined at local authority level for schools under their control. The governors of voluntary aided schools are responsible for their own RE.
6. At GCSE level syllabuses are set and examined by the relevant examination board in the same way as for all other subjects. The examination title for RE is Religious Studies (RS).
7. The legal requirement is that a syllabus ‘must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religious traditions represented in Great Britain.’ These traditions are assumed to be Buddhism, Hinduism, Islam, Judaism and Sikhism. Subsequent guidance recommends that there should be opportunities for pupils to study three other world faiths (the Baha’i faith, Jainism and Zoroastrianism) and non-religious worldviews such as humanism. At GCSE, the philosophy and ethics elements of the subject are particularly popular.
8. Currently many first world countries which have hitherto not included the study of religion in their curriculum are recognising the need to do so in order to equip their young people to
1 It is part of the basic curriculum which comprises RE and the National Curriculum
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understand the world around them. The English model of RE is being seen by many as an exemplar.
Why should RS be included as a humanities option in the English Baccalaureate?
9. RS covers a vital dimension of universal human experience without an understanding of which a student’s education is deficient. It is a humanities subject of long-standing and great significance.
10. Issues of religion and belief frequently top the news agenda and underpin many world affairs; RS can help young people make sense of them.
11. RS can help young people growing up in a diverse society to understand the views and opinions of people whose beliefs and values differ from their own.
12. RS supports other subjects such as History, English Literature, Art, Music, Politics, Economics and Philosophy.
13. RS is a growing examination subject. 170,000 candidates sat the full course GCSE exam in England in 2010, not dissimilar to Geography (175,000) and History (201,000). An additional 255,000 sat the short course GCSE making an overall cohort total of nearly 60% of pupils.
14. RS can contribute to building a more harmonious and integrated society. 80% pupils who studied RS at GCSE level believe it can promote understanding between people with different religions and beliefs. More than 60% said that taking the subject had been a "positive influence" on them.2
Is RS any less rigorous than other humanities subjects including in the Baccalaureate?
15. There is no research concluding that RS is anything other than a rigorous subject at full course GCSE level. A QCA study in 1999 examined the ‘easiness of subjects’ and reported that demands on pupils over the period 1976-96 at RE O Level, GCE and GCSE levels had increased and exams had become harder. A comparative study based on 2004 and earlier data3 suggested that, prior to 2005, history was slightly harder than geography, which was slightly harder than RE but that the differences were not particularly significant.
16. There is no Ofsted evidence on the comparative hardness or softness of the humanities subjects although its former Chief Inspector Chris Woodhead said, ‘With the notable exception of religious studies, few if any GCSE and A-level subjects with the word ‘studies’ in the title have real credibility.’4
17. Pass rates at GCSE level A*-C are slightly higher for RS (72.7%) than for history (70%) and geography (69.4%). However, 4% more girls take RS than take history or geography and as their pass rate over all subjects is 7% higher than that for boys, one would expect the overall pass rate for RE to be slightly higher. Furthermore, large numbers of pupils in schools with a designated religious character are entered for the full course examination, often with generous staffing and other resources. This might be expected to reflect higher exam results.
2 Dubit survey of 1,000 16 – 24 year olds, 2010 3 Coe R et al, Relative difficulty of examinations in different subjects, University of Durham 2008 4 writing in The Sunday Times 8th March 2009
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18. The recent Russell Group’s advice to schools featured RS as a useful A-level qualification for five subject areas. Trinity College, Cambridge, gave RS an ‘A list’ rating for arts subjects entrance.
What will happen if RS remains excluded from the English Baccalaureate?
19. Essentially two divisions have been created out of the previously unified GCSE league. The Premier Baccalaureate Division is what will matter in the future. The other subjects, including Religious Studies, go into Second Division. Whilst the government is clear that the Second Division will have its own league table, most head teachers realise they will be judged primarily on their position in the Premier Division.
20. The decision to re-work last year’s GCSE league tables, dropping out all the second division subjects and re-presenting the tables for the Baccalaureate subjects only, has already had a negative impact on RS. Head teachers are very quickly latching on to the implications and switching staffing and resources to the premier subjects. The National Association of Teachers of RE (NATRE) has substantial evidence of RE departments being downsized, vacancies in RE being switched to history or geography and redundancies being made. Evidence of this has already been submitted to the Department for Education.
21. The above will also have a negative knock-on effect on A and AS Level RE courses, on short course GCSEs and on the quality of RE being taught at KS3.
22. Schools which continue to enter the majority of their pupils for the full course GCSE (as the government is on record as wishing to encourage) will face an enormous timetable squeeze with disadvantageous knock-on effects on other subjects such as the arts and vocational areas.
23. RE in the school curriculum generally is facing other unintended negative consequences of educational changes. These include:
a. Being left out of the review of the National Curriculum on the grounds that RE’s syllabuses are determined at local authority level. This omission will result in RE failing to be brought into the overall revision of the curriculum and remaining the odd subject out – and just at a time when local authorities are cutting back on their support for RE.
b. RE was inadvertently left out of the primary legislation establishing the academies – the first time since 1870 there has not been a primary legislation requirement for RE.
The risk of a domino effect from an omission from the English Baccalaureate is very real. Government has explicitly stated that RE’s statutory position in the curriculum will not be changed. We already know that being statutory does not in itself protect. Daily collective worship remains a statutory requirement for all secondary schools yet 80% of them fail to observe it with impunity. Non-compliance on the part of many schools has unhappily been a common experience for RE over several decades.
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APPENDIX – SAMPLE MEDIA COVERAGE (articles have been shortened to focus on the RE aspects)
The Observer, Sunday 23 January 2011 Religious leaders and theologians have condemned the decision to leave religious education off the list of GCSEs that go towards the controversial new English baccalaureate. The chairman of the Church of England's education board, the Bishop of Oxford, the Right Rev John Pritchard, said that failing to take the study of religion seriously was "highly dangerous" at a time when groups such as the English Defence League (EDL) were staging violent protests against British Muslims. "The Church of England is pretty astonished at the omission of RE. I want to fire a warning salvo that there will be huge objection from the church and many other parts of society if it is not part of the core curriculum." Pointing to claims last week by the Conservative party's co-chairwoman, Baroness Warsi, that Islamophobia had "crossed the threshold of middle-class respectability" and to the rise of the EDL, the bishop said: "RE is a real tool for creating that kind of cohesive community and society that we're looking for... we neglect it at our peril." The subject, he said, was just as academic and rigorous as history and geography and was also extremely popular, with the number of students studying it to GCSE level climbing from 113,000 to 460,000 over the last 15 years. Senior Jewish and Muslim figures backed the call for RE to be included on the English bac subject list. Many faith groups have written to the Department for Education expressing concern over its omission. The education secretary, Michael Gove, has indicated that he will look again at the area, without promising any change. Jon Benjamin, chief executive of the Board of Deputies of British Jews, said he was particularly concerned about the impact of leaving RE off the list on students at Jewish schools, the vast majority of which make the subject compulsory. "Religious studies has proven itself to be a valuable contribution to the academic curriculum, teaching students to respect themselves and others and, importantly, build identities which contribute favourably to all areas of society," he said. "The multi-disciplinary nature of the subject, involving textual study, philosophical thinking, ethics, social understanding and the skills of analysis and reasoning, develops critical thinkers," said Benjamin. Dr Hojjat Ramzy, vice-chairman of the Muslim Council of Britain's education committee, said he was "extremely worried" that RE was not being afforded a higher status, especially given the challenge posed by Islamophobia. "In our ever-growing multi-cultural and multi-faith society, it's very important that people, especially the younger generation, are aware of the religions and cultures of others," he said. Members of the academic community joined calls for the humanities element of the English bac to be reconsidered, praising RE as a great developer of critical faculties as well as a key link to history, art, culture and politics.
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"How can you understand Shakespeare without learning about the Bible, or understand the English civil war without understanding about disputes over how to interpret the Bible, or understand modern politics without understanding the difference between Islam and Christianity?" said Richard Swinburne, Emeritus Nolloth Professor of the Philosophy of the Christian religion at Oxford University. "It's a mistake." Professor Diarmaid MacCulloch, the Oxford church historian who presented the BBC series A History of Christianity, said the decision was short-sighted. "Religion matters to most human beings in the world today," he added. "To leave religion to the religious extremists, outside a good education system, is to distort.”
The Guardian 07.02.11 Many schools have taken dramatic steps in the last month to ensure more pupils obtain the English Bac. Some schools have made languages and a humanity compulsory to GCSE, as maths, English and science are. Others have allotted more time to English Bac subjects. But this sidelined art, music, design and technology and religious education in many schools, say organisations that represent teachers of these subjects who fear pupils will fail to achieve a rounded education as a result. The National Association of Teachers of Religious Education polled almost 800 schools and found that nearly one in three secondary schools are planning to cut time spent teaching RE as a result of the English Bac.
The Times Educational Supplement 28.01.11 Schools rush to revamp timetables for EBac Schools are rushing in "dramatic" changes to their curriculums that will cut the time devoted to subjects not recognised in the English Baccalaureate, The TES has learned. Subjects such as RE and music have already been hit as schools attempt to move pupils on to courses that will count towards the controversial new league table measure. Heads are even prepared to break their statutory duties to teach RE as they switch resources to other qualifications, the National Association of Teachers of Religious Education has warned. The omission of RE from the list of approved humanities and wider arts subjects has prompted an angry response from subject associations, which fear they will be sidelined. Fears have also been raised that teachers of those subjects could face redundancy. Rosemary Rivett, executive officer at NATRE, said: "We have already heard from teachers that something quite dramatic has happened in their schools. Schools are reacting very quickly to the EBac and are realigning their curriculums.” The TES has also been contacted by teachers who said students are being asked to alter their subjects in order to make them eligible for the EBac.
Church Times 21.01.11 Brian Lightman (ACSL General Secretary) says: “Religious studies, in particular, is glaringly absent. In the light of the global political situation, surely the objective study of religious issues should be encouraged.”
The Independent 17.02.11 Andy Burnham interview “There is a huge call for religious education."
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Written Evidence Submitted by AULRE Re: The English Baccalaureate
1. About AULRE 1.1 AULRE is the professional association for all those working in the field of religion and education in higher education, whether in Initial Teacher Training, Continuing Professional Development, Education Studies or research. Many members are also involved in teaching Theology and Religious Studies at undergraduate and postgraduate levels. As such we are well placed to make the vital connections between research, subject study at university level, in teacher training and in schools. 1.2 AULRE is a member organisation of the Religious Education Council of England and Wales, and of the European Forum for Teachers of RE.
2. Executive Summary
1. AULRE strongly urges the Secretary of State to include GCSE Religious
Studies as one of the Humanities subjects in the English Baccalaureate. 2. Failure to do this will result in the downgrading of the importance of the
subject, the reversal of the success of the past two decades, and imperilling the future of one subject area where England can be said to lead the world.
3. Most importantly it will deprive young people of a serious opportunity to engage with religious and cultural diversity and with the most serious philosophical and moral issues which face humanity.
3. Religious Education and the ‘English Baccalaureate’
3.1 We understand from previous correspondence with the Secretary of State that the statutory arrangements for religious education remain the same, that religious education is both compulsory and locally organised, and that this is the reason for its omission from the E-Bac. However, there are some very important distinctions to be made between statutory or core provision of religious education at Key Stage 4 as part of a pupil’s general education, and the option for students to take religious studies as a GCSE full course. We also argue that neglect of RS at GCSE level may well result in schools failing to comply in any meaningful way with the requirement to provide quality compulsory religious education according to the Agreed Syllabus. 3.2 GCSE Religious Studies is recognised by all English and Welsh universities as an academic subject requiring high standards of knowledge, understanding and evaluation of evidence and argument to achieve high grades. In the last decade, numbers entering for both GCSE full and short courses, as well as for A level, have risen impressively, reflecting the fact that students perceive the relevance of a subject which deals with religious and cultural diversity, and philosophical, ethical and social issues. It also reflect the hard work of RE teachers, and the university tutors who have both taught them in undergraduate degrees in Theology and Religious Studies and in initial and continuing teacher training. Full Course RE 2003: 132,304 entries 2010: 188,704 entries Short course RE 2001: 167,000 2010: 279, 954 A level 2004: 14,418
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2010: 2010: 21,233 3.3 It is not often fully appreciated that religious education as practised in England and Wales is one subject of the curriculum where we lead the world. Countries from Africa, through Europe to the Far East look to Britain to provide models of RE that promote deep understanding of the religions and beliefs of traditional heritage alongside those of their neighbours. The British Journal of Religious Education is viewed as the leading international academic journal in the field, for example, and English academics are often invited abroad to share our expertise. 3.4 Religious Studies is the main locus within school of two vital components of a young person’s education in today’s world – learning to understand and be sensitive to the religious and cultural diversity which has such an impact on individuals, societies and politics globally, and the critical thinking skills and moral literacy provided by engagement with the philosophical, theological and ethical traditions of humanity. 3.5 If Religious Studies is not included as one of the Humanities subjects within the English Baccalaureate all the recent progress and the status of English religious education internationally will be put in jeopardy. More importantly, pupils may well be deprived of any serious opportunity to develop inter-religious and inter-cultural knowledge and skills or to engage with ultimate philosophical and moral issues. It may be argued that this could be achieved in compulsory religious education – however, all the evidence (and common sense) shows that unless pupils are taking an examination in the subject, both they and their school will view religious education as of little importance and fulfil the legal requirements in a token way if at all. And who can blame them, if both pupil and school will be judged by performance in the examination subjects listed in the English Baccalaureate. A dire state of RE was the situation in many schools in the early 1990s, as can be seen from the OFSTED report of 1992 when RE was compulsory but widely neglected – we may be about to turn the clock back 20 years! 3.6 Our RE teacher colleagues in schools have contacted AULRE members with experiences that this downgrading of religious education in schools is already happening, with full or short course GCSE being removed from the GCSE options in order to focus on E-Bac subjects. More rigorous research has been undertaken by NATRE, the National Association for Teachers of RE, which confirms our anecdotal evidence. Their survey of 790 secondary schools showed that as early as January 2011, ‘30% of respondents indicated that their school had already made substantial changes to the curriculum which significantly disadvantaged RE or removed it from the curriculum’. If teachers are not employed to teach GCSE RS, then they will not be available to provide high quality RE lower down the school. In today’s world, any subject that is not examined will not be taken seriously. If it is argued that the E-Bac does not exhaust the GCSEs available to pupils, and that RS could be taken as an additional option, given that most pupils will want to take more than one science, and both English Language and Literature, RS will have to compete for the one or two remaining places with music, art, technology, IT, a second language or ancient language etc and the numbers will certainly plummet – that is if the school offers the subject at all. 3.7 Many local Agreed Syllabuses recommend or even require that pupils take an examination of some sort – such as GCSE full or short course – to fulfil the statutory requirements of the syllabus. It is difficult to see how schools will be able to fulfil this requirement if RS is not also included in the E-Bac.
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3.8 The GCSE full course in RS should be included in the list of Humanities subjects qualifying for the English Baccalaureate. The consequence of NOT including it as an option would be disastrous for many schools and students and for the future expertise required to teach the subject. The decision about the status of religious education in schools must be taken in context with the recent halving of university teacher training places for religious education, and the insecurity faced by Theology and Religious Studies, in universities where it may be one of the smallest Humanities subjects in a situation where funding for Humanities has been cut. We may be about to destroy the hard work of the last 40 years when it comes to the quality of religious education in schools, universities and teacher supply. 3.9 The Secretary of State has reiterated that Religious Education remains compulsory, and I’m sure that the importance of the subject is appreciated. However, what may not be appreciated is that the unintended consequence of omitting Religious Studies from the English Baccalaureate will have disastrous effects on this subject area. To reiterate, the unintended consequence of not including GCSE RS as an option in the English Baccalaureate is that many schools will cease to offer RS at GCSE altogether; this in turn will have a very negative impact on the provision of statutory Agreed Syllabus RE, on the number of students taking RS at A level, and therefore on the applications for theology and religious studies at degree level. This means that there will be a corresponding decline in candidates for teacher training and so on teacher supply for RE, a subject which is already lacking in sufficient specialist teachers. We therefore urge that Religious Studies is included in the list of Humanities in the English Baccalaureate at the earliest opportunity. 24th March 2011
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Written Evidence Submitted by Chatsmore Catholic High School he purpose and the benefits of the E‐Bac and its value as a measure of pupil and ch l Ts
oo performance;
1) The English Baccalaureate shows how many students have taken a specific combination of subjects. It says nothing about the range of courses on offer, the suitability of the curriculum for the students in many schools or their overall achievement. It is also an outcome measure that does not show the progress of students. We believe as a comparator for school performance it will identify more schools as failing, which currently provide a high quality and personalized curriculum to meet the needs of the students in the communities they serve. Indeed, it will potentially create a league table that will reflect schools’ relative deprivation/affluence rather than the quality of educational provision and progress of students. It sets out to provide/promote a traditional, academic curriculum – this has already been on offer through the core subjects for the significant majority of schools. The E‐Bacs stated intention is not to narrow the curriculum too early, however, it overly prescribes a significant percentage of curriculum time that will further limit choice and breadth of experience.
2) There seems to us to be a glaring contradiction in the approach of the Government to education, whereby we are being told that schools know best and should have the freedom to determine what is best for their students and their community, and yet are being told precisely what subjects their students should choose as part of the Key Stage 4 options
tunity for choice.
process, so leaving little further oppor
he h T
C oice of Subjects included in the E‐Bac;
3) We do not believe this gives a broad, balanced and relevant curriculum for the 21st century. There are the significant omissions of the Arts(Music, Art, Drama, Dance), Technology and ICT from the E‐Bac – this seems to indicate these subjects have less value. Nor does RE appear as a Humanities subject when it has similar academic rigour, develops similar linguistic and analytical skills to History; it promotes a depth of exploration of history and many cultures and leads to a better understanding of our own traditions and the traditions of other cultures. Interestingly, biblical Hebrew is included as an MFL component, where is he drive or influence for its inclusion and not RE.? We believe the subject tchoice will narrow curriculum choice and narrow opportunities.
4) Is the omission of ICT, technology and some Arts subjects a deliberate strategy to reduce curriculum cost as these are often the more expensive components?
he Implications of the E‐Bac for Pupils, Schools and Employers; T
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5) We believe the subject choice provided will narrow curriculum choice and limit opportunities. It will become increasingly difficult to develop an engaging and personalized curriculum for a significant number of students who have benefitted from a more flexible curriculum approach which has recognized their success, progress and intimately involved them in shaping their learning and developing relevant transferable skills and competencies which make them employable and able to adapt to a changing job market. As a pathway to further study in FE and HE, will it limit progress for some students because they may have a weakness in one aspect of the E‐Bac in spite of having a very real strength in others?
6) Schools may feel under increasing pressure to direct particular bands of students into a more restricted curriculum pathway in order to improve their league table position rather than making decisions based on the real
needs of students.
International Comparators for the E‐Bac
7) The E‐Bac seems more restricted in its nature than the IB which does include study of the arts, PE and Technology, as well as developing wider personal learning skills through a personal project, and is developed in a structured and coherent way to develop critical and reflective thinkers in a 21st century context with a strong emphasis on personal development, not just academic.
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Written Evidence Submitted by Graeme Smith
English Baccalaureate inquiry I am writing in support of music and arts being part of the English Baccalaureate. You will no doubt have received many submissions supporting their inclusion, but possibly not from my angle. As a parent I was very keen for my four daughters to have a solid academic education, and I have every sympathy with the notion that we should create a qualification like the English Baccalaureate and acknowledge and celebrate those young people who achieve it. I would also agree that someone who plays an instrument well or is a talented artist should not be able to use that skill as part of an academic qualification. However, there is more to music and art and design than developing skills as a musician or artist. Their deeper value lies in developing the knowledge and understanding of the role of culture in society. This covers both historical knowledge and understanding and human geography knowledge and understanding. Rather than urging the committee to seek the recognition of GCSE music or art as a subject in the baccalaureate I would urge the committee to seek a definition of the criteria for the humanity element of the English Baccalaureate so that exam boards may create a GCSE which enables young people to meet those criteria through the study of their chosen art form. 24th March 2011
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Written Evidence Submitted by Paul Scutt In particular I would like to make the following concerns
1. The EBac proposal is a measure of performance which does not acknowledge the fact that students are not required by statute to study these subjects. I would argue that if we accept the right of students to choose courses at KS4 then we have no right to judge schools by the fact that they choose to exercise this right. Indeed we already have numerous schools putting pressure on children to study the required subjects since it is in the interests of the school that they do rather than the interests of the students themselves. This scenario is perverse to say the least.
2. The EBac measure ignores other critical elements of study in the modern age and I would site ICT as a case in point
3. The EBac measure ignores the Arts and to my thinking this is the primary area through which any civilized society would traditionally want to be judged
4. The EBac measure is a restricted one whereby the “ school performance” will reflect the intake of the school role rather than the quality of the education that it provides. At a time when the Government is threatening to remove measures of “ value added”, schools in challenging circumstances will be doomed to “ failure” with below average ability profiles at intake and consequently falling roles. For the families and children living in these areas with little choice of secondary schooling to do so would be shameful and potentially catastrophic
Please note the “ law of unintended outcomes” and the fact that when the impact is felt in the coming years then invariably the architects of the change are long since gone! This proposal is disingenuous and potentially very harmful to the interests of young people 24th March 2011
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Written Evidence Submitted by Jon Wright, Chair of LASSH
Re: The School Curriculum and the English Baccalaureate
I write to you as the Chair of the Lancashire Association of Secondary School Headteachers (LASSH), a body which represents 82 high schools across one of the largest local authorities in the country.
I write to express concern over the recent promotion of curriculum change, which moves the emphasis from ‘skills‐based’ or ‘applied’ work towards a ‘content’ or ‘knowledge‐based’ curriculum. Particularly in the current economic climate, it is even more essential that we are producing school leavers, who are confident individuals, successful learners and responsible citizens and importantly, students who visualise a personal progression pathway and possess the skills to allow them to achieve economic well‐being through future employment. We do not believe that a return to rote learning and simple regurgitation of facts will achieve this. It is the application of knowledge and the skills to apply it and evaluate its worth, which are key.
Government policy regarding education seems to be paradoxical: on the one hand stating a trust in headteachers to make decisions for their students through more autonomy and less bureaucracy (which is welcomed); on the other restricting headteachers’ and students’ choices by prescribing a new curriculum with a new measure for school performance in the implementation of the English Baccalaureate (E‐Bac). Furthermore, a commitment to raising participation both post‐16 and into Higher Education, with particular focus on students from socially deprived backgrounds, is then undermined by higher tuition fees and a restricted curriculum in Key Stage 4, which will limit the range of course accessibility.
A narrower curriculum with less option choice for students in Key Stage 4 will limit success and subsequently, confidence. If education is preparation for later life, then it is hard to see the relevance of any restriction to academic study and terminal examinations.
We are unhappy that the government has introduced a measure of school performance retrospectively, which has little relevance to students who have already left and begun further study or training, other than to undermine successful students’ confidence should they not possess this ‘qualification’. To include this new measure in school ‘league tables’ is meaningless and insulting to many schools, who have made excellent progress with English and maths attainment. This affects morale and undermines confidence in the Department for Education. It is also frustrating that it creates opportunities for parents and the media to make invidious comparisons between schools, damaging the reputations of successful schools. We are very supportive of the importance afforded to the ‘five A*‐C grades including English and maths’ targets, but would see any floor standard related to E‐Bac, or indeed any requirement for inspection grading to be very unhelpful to school leaders and potentially very damaging to many schools. The E‐Bac is a measure that schools cannot affect for the next two years as students are already studying chosen courses. Indeed, in order to have an impact on E‐Bac scores in 2013, the schools
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would need to amend the Y9 Options process now, with little time to consider student outcomes and educate parents to the change. Realistically, this measure can only drive any desired change for 2014. Experience tells us that rushed change in time of financial crisis is rarely sustainable or as effective as planned and well resourced change. There does not appear to be any clear rationale to the choice of subjects grouped to form the E‐Bac. The exclusion of certain subjects, for example ICT, which is so important in the modern age and which students will need throughout their working life, does not support a curriculum which is fit for purpose. The decision to omit RE from Humanities appears arbitrary and whilst it is still enshrined in law, an opportunity has been missed to raise its standing and significance in young people’s understanding of each other’s faiths and cultures to facilitate social cohesion. Whilst we applaud the insistence on rigour, we feel that many subjects are no less rigorous GCSEs than geography or history. The importance of BTEC qualifications for so many students of all abilities is further undermined by the introduction of the E‐Bac. BTECs offer a more practical, work‐related and relevant study for specialist sectors in the curriculum, which allow students to apply knowledge as they will need to in employment. BTECs also have direct relevance to many Further and Higher Education courses. Without studying in this style and gaining earlier qualifications 14‐16, the success rate later on may be affected adversely. We recognise the need to revisit courses’ equivalence to GCSE, but it is critical to recognise and reward properly vocational qualifications. We hope the Wolf Report will raise the status of vocational and technical education. Where schools decide to direct students to follow the E‐Bac, there is a serious risk of disruption. Currently, there is a valued range of courses on offer and a good deal of choice in schools. This has had a very positive impact on engaging students and reducing disaffection. Where students are forced through a narrow curriculum to follow subjects, in which they see little direct relevance personally and with which they do not wish to continue, standards of behaviour will be placed at risk of decline. A broad and balanced curriculum has allowed students to follow their individual preferences and maximise their abilities. To ‘de‐personalise’ the curriculum at this stage is in our opinion a retrograde step. For schools to change in keeping with external drivers like the E‐Bac, there is a presumption both of availability of teaching staff to meet a different demand and of funding to employ them. Many schools, even where change is desirable, are unable to support larger numbers opting for Languages and Humanities. Having previously ‘de‐commissioned’ languages, the number of linguists has declined, as have numbers on language‐based teacher training courses. The impact on school budgets to adapt and make change comes at a very unstable and difficult time. Schools have been guided towards business principles, such as affordability and value for money, over recent years. The change needed to deliver the government’s E‐Bac does not make economic sense at this time.
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For many headteachers, a change to the innovative and highly productive curricula in operation, deemed ‘outstanding’ by Ofsted, is unthinkable. The E‐Bac imposition is not desirable and we do not believe that it will produce the best outcomes for our students in social or academic terms. In comprehensive schools which are currently catering for all abilities and all futures, a great deal has been done to break down social barriers, which in the opinion of many the perceived new system will restore. We need to facilitate success and instil confidence in all our young people for improved harmony and mutual respect. For us, going back is not an option. We must ensure that students are as literate and numerate as they are able and are skilled in their preferred route of personal development. We must ensure there are valued options in all lines to ensure a balance of all trades is sustained. Many of us will, therefore, continue to advise our students to choose subjects, which they enjoy and in which they have a real chance of achieving success. Finally, the manner in which the E‐Bac has been introduced, without consultation, has affected headteachers’ confidence in government policy. I feel that it is important for you to recognise this element, as it may, in turn, adversely affect other new initiatives and headteachers’ willingness to adopt new practices, which would be most unfortunate. For the reasons above, we urge you to reconsider the implementation of the English Baccalaureate, at least in its current, most prescriptive form. We would be happy to discuss these views with you in greater detail if you would find that helpful. In the interim, we look forward to hearing your views in response. 24th March 2011
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Written Evidence Submitted by Emily North
1.I am writing to convince you that Religious Studies should be considered a humanities subject and is just as justifiable as Geography and History combined.
2. Religious Studies can be thought of in two ways: Philosophy and Ethics. Philosophy is the critical analysis of fundamental assumptions or beliefs “The philosophy of the school room in one generation will be the philosophy of government in the next.” (Abraham Lincoln). How can it be argued that Philosophy is not as fundamental as History or Geography, if anything it is more fundamental as it combines the current, past and future and discusses various topics that are continually addressed in current affairs.
3.The current syllabus includes topics on War & Peace, Medical Ethics, Evil and suffering, Poverty and wealth, Life after death, Nature of God, nature of Belief, Religion and science, Human relationships, Equality and religion and the Media. I believe all these topics address and challenge key religious beliefs and allow you to broaden your thinking as they can be applied to all life situations. They all rely on the governing principle morality, which looks at the ways in which morality is applicable in all these topics.
4.It is often argued that Religious Studies is just reading the Bible and that there is no original thought involved, however that simply isn’t the case it goes way beyond the beliefs of different religions and helps students to see the world as a whole and not just a section of time unlike History. Religious Studies allows you to develop and refine your opinion which is vastly important to create an informed, knowledgeable society. Religious Studies gives students the opportunity to delve into many sub-topics of life which both History and geography do not allow. Just as Geography discusses infant mortality rates, Religious Studies addresses the ethical issues which can cause and result in such situations.
5. I am going to study Philosophy at university with the intention of becoming a teacher in Religious Studies. Religious Studies isn’t just about learning about the world religions, it’s about learning about things that affect our daily lives. Religious Studies opens up a world of options for us, if one never found out about the ethical implications of your decisions in life, how could you make an informed decision? These decision making tools come from the subject and have helped me tremendously and I hope to be able to pass this knowledge on in the future to show the importance of learning this information. Religious Studies helps you to be better prepared for life and therefore I think it would be detrimental for Religious Studies not to be considered a humanities subject. 24th March 2011
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Written Evidence Submitted by Mark Anstiss, Felpham Community College I am writing in respect of the Commons Education Select Committee inquiry into the English Baccalaureate. I do not believe that the English Baccalaureate is a positive step forward for our education system. The English Baccalaureate may show how many students achieved pass grades in six very specific subjects at GCSE, however it does not measure how well our students have achieved in other important areas or demonstrate the quality of their achievement. The English Baccalaureate does not say anything about the range of courses that students have taken, nor whether they have followed an appropriate curriculum for their specific needs, interests or talents. All it does show is how many students have taken an arbitrary and narrow combination of subjects. This seems to be retrograde step at a time when we should be trying to personalise educational provision to engage students and maximise their potential. If students are made to follow such a prescriptive curriculum at key stage 4, many will become disaffected and will drop‐out. This in turn will have huge negative consequences for them and society. Everyone accepts that English and maths are vitally important. But the needs of society for a highly skilled and educated workforce are ever‐changing, and the proposed English Baccalaureate is too narrow to prepare our young people adequately for the uncertain times ahead. Furthermore, it will restrict students’ choices at GCSE. Schools will feel under pressure to insist that students take these six subjects, leaving very little space for them to choose courses that are more suitable for their needs and abilities. Schools work hard to determine what is best for our students and our community; they should not be told precisely what subjects students should choose in the key stage 4 options process. For many students, this will be an unwelcome straitjacket that restricts their ability to develop and demonstrate their skills. The current performance measures (5A*‐C including English and maths) are a suitable and effective reflection of students’ abilities and schools’ effectiveness. Schools work tirelessly to help their students fulfil their potential. The English Baccalaureate may have the unnecessary and negative impact of frustrating those efforts. 24th March 2011
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Written Evidence Submitted by The Associated Board of the Royal Schools of Music
English Baccalaureate inquiry
ABRSM believes strongly that Music should be included in the English Baccalaureate. Given an appropriate syllabus, Music is an academic and suitably challenging subject which incorporates creativity. It also has numerous extrinsic benefits, supporting social cohesion and developing children’s emotional intelligence.
The UK economy, through its creative industries, benefits significantly from music, with over 130,000 people employed actively in the making, performing, recording and distributing of music contributing nearly £5bns to the economy annually. Sidelining or reducing the importance of Music within the curriculum will send a message that the government regards music as irrelevant to the development of our children or to the UK’s cultural well‐being
Including Music GCSE in the English Baccalaureate will not jeopardise the intent of the Government, whereas its omission will be to the detriment of music education provision, and will lead to an adverse impact on educational standards generally. It will also undermine our currently vibrant creative and cultural economy.
In his independent review of music education published in February, Darren Henley made the key finding that Music ‘should be included as one of the subjects that go to make up the new English Baccalaureate.’ In the Government’s response it says that music is an ‘enriching and valuable academic subject’.
The decision by the Secretary of State for Education, not to include music in the English Baccalaureate, is of grave concern and we hope that the Education Select Committee will consider this matter and urge the Minister to revise his decision.
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Written Evidence Submitted by National Grid
We note the call for evidence for your inquiry into the English Baccalaureate. As a major engineering employer gearing up for significant investment in our nation’s vital infrastructure, National Grid is interested in the supply of people with STEM (Science, Technology, Engineering and Mathematics) skills. We are concerned about how our young people are prepared for careers in engineering. We see it as vital that young people can pursue courses of study that deliver both practical skills, and the underpinning mathematics and science theory that will equip them to understand tomorrow’s technology. We welcome some aspects of the English Baccalaureate concept, in particular the emphasis on mathematics and science, but are concerned about the consequences, albeit unintended, for technical education. We know that others in the engineering community share these concerns and therefore we have collaborated with the Royal Academy of Engineering on a submission to your inquiry. Their paper summarises our views very well, and we fully support their conclusions and concerns. As a company we are active in supporting schools and are therefore close to current developments and thinking around technical education. This is an issue that could have significant implications for our nation’s future capability and prosperity. If you would like to hear more about the work we are doing in this area please do not hesitate to contact me. 24th March 2011
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Written Evidence Submitted by Universities UK
1. Universities UK (UUK) welcomes the opportunity from the Education Select Committee to submit evidence to its inquiry on the English Baccalaureate (EBacc). We have been asked to provide feedback on the higher education sector’s response to the award in relation to admissions and progression to higher education.
2. UUK understands that the EBacc is an award (not a qualification) which is given to a
candidate who obtains GCSE grades of A*–C in English, maths, science, a modern language and a humanities subject. On this basis, we assume that this is a performance measure for schools and is not intended– at least at present – to be used as a progression device.
3. At the outset, it may be helpful to set out briefly how students are admitted to higher
education. Universities consider each application carefully on its merits, taking into account the educational, professional and personal experience and aspirations of the applicant when making a decision. This may include Level 2 (GCSE and equivalent) qualifications, as part of an holistic assessment of an application (where this is the case these would be specified in the GCSE entry requirements for each programme). However, the chief indicators for assessing merit are Level 3 qualifications (A-level or equivalent qualifications). Reference may also be made to other additional and contextual data such as prior learning, personal statements, interviews and school performance data. Universities work hard to ensure that the right match is obtained between the applicant, the institution and the course.
4. On the basis that it is for each institution to determine its own admissions criteria for each programme offered, it is not appropriate for Universities UK to offer a view on how the EBacc should be considered in relation to entry to higher education. We can, however, provide an indication of some of the approaches being adopted by a number of universities. The request to submit evidence to this inquiry is timely, as a number of institutions are currently considering their policy statements on the award. However, given that the EBacc is relatively new, it is still too early to state with precision how the award will impact on the higher education sector.
5. This response provides the latest information available to UUK and draws attention to the merits of the EBacc as well as a number of concerns that have been raised by institutions. Overall, it would appear that there is currently a limited appetite within the higher education sector to use the EBacc in university admissions processes, entry requirements or selection criteria.
6. Universities have, however, recognised the benefits of the award in terms of the
breadth of study it offers. It is acknowledged that this could provide a good foundation for further study and has the potential to help maximise a young person’s options and thereby facilitate progression to higher education. Institutions have also endorsed a
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renewed focus on ‘the basics’, particularly English and maths and the specification for a language. The latter is deemed particularly important given the recent decline in the number of applicants with languages.
7. Notwithstanding the above, there are, however, a number of wider considerations
which have been brought to UUK’s attention and which may be of interest to the Committee. These are outlined below:
• All universities are committed to widening access to and increasing
participation in higher education. To support these goals university admissions systems are flexible and take account of a broad range of qualifications, which include not just academic but vocational qualifications, as well as other contextual information. This is important as applicants wishing to enter university apply with a variety of capabilities and different learning styles and will demonstrate their potential to succeed in a number of different ways. From this perspective the EBacc could be seen as insufficiently inclusive and could potentially disadvantage some applicants. Not all young people will be able to achieve well in the mix of subjects denoted in the EBacc. There is also concern that for those students for whom the EBacc is achievable, it will not leave time for young people to study subjects in which they are interested and can do well, and which will complement their learning styles, as well as supporting them to achieve their long-term ambitions (for example around employability skills).
• Universities need well-qualified applicants at GCSE level, including in English
and maths, to provide a broad foundation for further study and are keen for applicants to be able to keep their options open. Although the EBacc is one way to achieve this, it is important to note that this is not the only way of doing so. Some universities already ask for a minimum of five or six GCSEs at grade C or above, including English and maths. However, they do not specify what the other GCSEs should be on the grounds that they would not wish to penalise or place barriers in the way of applicants who have already opted to study a range of arts and humanities subjects. Moreover, it is still possible to assess the profile of the applicant by reference to individual GCSE subjects that they have taken. As such, it is not clear what further value the EBacc would add beyond what can already be gleaned from the constituent qualifications.
• Some institutions state that it would not be appropriate to include the EBacc
as an entry criterion for admissions because there is a possibility that not all young people will have had access to the broad range of subjects encapsulated within the EBacc – for example, there is no compulsion on schools to offer a language at GCSE. Others note that the current subject mix would not be relevant to the subjects offered by the university.
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8. We also understand that there is some concern amongst universities that the inclusion of the EBacc in school performance tables is strongly incentivising the take-up of it. It is argued that this could impact detrimentally on students from disadvantaged backgrounds by shifting resources away from young people who may not be engaged by or stand to do well in the EBacc. This could also mitigate against young people having the opportunity at Level 2 to opt for their preferred subject choice for which they have an aptitude and enjoy, and potentially limiting their options at A-level and possibly their degree and career choices.
9. Given that the EBacc emphasises traditionally academic subjects, it has been argued that this could serve to further widen the gap between academic and vocational subjects. There is also concern that the EBacc could encourage a shift away from arts-related subjects such as music and drama, and broader humanities and social sciences such as religious studies, economics and law.
10. Some universities have queried the use of the term Baccalaureate, on the grounds that this could be confusing for potential applicants. It is not a true Baccalaureate but a collection of existing subjects and as such could give rise to misconceptions both in the UK and abroad. In the UK we have Welsh, Scottish, European and International Baccalaureates being taught at Level 3 which are qualifications and, as such, form part of the higher education admissions requirements. The English Baccalaureate, however, is at Level 2 and is only an award and generally not a requirement by universities. UUK, together with some universities, have already received expressions of concern from potential applicants and parents that not completing EBacc subjects will undermine their child’s chances of progression onto universities, particularly the more highly competitive courses and institutions.
11. In light of the above, universities are aware of the importance of ensuring that if an institution were to change their entry requirements and include the EBacc this would require giving potential applicants sufficient notice to make the correct GCSE choices. Some universities have also stated that they will not use the award unless they had gathered evidence which indicates that it proves to be a good indicator of applicant performance.
12. To conclude, it is too early to indicate the impact of the EBacc on higher education. Universities endorse the opportunity for young people to increase the breadth of their study at Level 2 and for a renewed focus on English and maths. It is important that universities have access to well-qualified applicants, and the EBacc may support this. However, it is also clear that universities can also achieve this in a variety of other ways.
13. In general, at this point in time, there appears to be a limited appetite to include the award as part of a university’s entry requirements or selection criteria. There is, however, an awareness of the award and universities will continue to monitor developments. From a higher education perspective it has been drawn to our
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attention that it may be helpful to have a school performance measure which is linked to student progression and destinations, as currently happens in Scotland.
14. Given the significant changes to the funding and support arrangements in higher
education in 2012, it is important that applicants are clear about the use of the EBacc by universities both now and in the future. UUK will work with the Supporting Professionalism in Admissions programme1 and the Universities and Colleges Admissions Service in raising awareness of the EBacc and in encouraging universities to make their policy on the award clear and accessible to all potential applicants.
24TH March 2011
1 The Supporting Professionalism in Admissions programme supports universities in professionalism and good practice in their admissions policies and processes. Further information can be found at www.spa.ac.uk
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Written Evidence Submitted by National Association of Head Teachers
1) There have been a number of justifications offered by the government for introducing the E-Bac. These appear to centre around three notions. 2) The first is the idea that it is intrinsically beneficial to individuals, the key concepts being 'entitlement' and being 'well-educated'. 3) A second argument relates to the extrinsic benefits of implementing the E-Bac, it serving to enhance the future quality of the workforce, emulating provision in international competitors. 4) The third raison d'être is that the current arrangements do not provide a sufficiently robust indicator of school and pupil performance, schools being seen as having encouraged students into choosing 'easier', 'softer' subjects in order to maximise their position in the performance tables. Underpinning this is the belief that much of the current vocational offer is of poor quality and does little to enhance prospects of employment. 5) The recently published Wolf Review criticises such provision, not only on the basis of intrinsic merit but also because of the lack of coherence in terms of where the courses lead. NAHT believes that there is utility in the proposal that vocational courses should not occupy more than 20% of the timetable. 6) However, looking at this proposition logistically, this would amount to some five hours a week. The E-Bac would account for the majority of the rest of the timetable’s content. This would leave no room for a creative subject, PSHE, English Literature and PE. Each of these presents a strong case for inclusion. Moreover, such a crowded, prescribed content contradicts the government’s desire, as evinced in ‘The Importance of Teaching’, to leave sufficient space for schools ‘to guarantee a truly rounded education for all’. I t would seem that this and similar intentions (clearly expressed in paragraphs 4.27 to 4.33) are applicable to earlier Key Stages and not Key Stage 4. 7) NAHT has concerns about the E- Bac 'crowding out' important provision. An example is PSHE. The Association was heartened by the positive and encouraging references made to it in 'The Importance of Teaching' and would also cite the positive response to the survey of sex and relationships education in 2010 supported by NAHT, NGA and NCPTA. It is vital that schools have space also for Information, Advice and Guidance, ever more so at a time when Connexions services are being cut back. 8) To address the point in the second paragraph, NAHT would take issue that a sufficiently robust case has been advanced for equating the particular combination of subjects currently included in the E-Bac with a definition of being ‘well-educated’. This is not to deny that these subjects may be elements within such a definition. However, precluding a creative subject such as Art or Music, the opportunity to continue with the study of English Literature, squeezing out PSHE and/or Citizenship and making it logistically challenging to timetable PE, given that it is one of the definite national curriculum subjects and the extolling of its ‘character building’ qualities in ‘The Importance of Teaching’ weaken any contention that the E-Bac, as currently configured, enables an individual to be considered ‘well educated’ in any reasonable, rounded sense. 9) International comparisons are used to point out that other systems, eg Germany, have an extensive core curriculum that is broader than the E-Bac. However, this is not a valid comparison in the sense that there is no equivalent distinction to that between Key Stages 3 and 4 in England. 10) Arguments based on ‘entitlement’ inevitably carry value judgments. A decision that leads to some young people being offered the opportunity to study a particular grouping of subjects raises questions of equality, both in terms of ‘who shall know what’ and, in a more quantifiable sense,
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extending the opportunities for greater ‘returns from learning’ to some whilst denying them to others. 11) A variation of the above relates to the content of the subjects within the E-Bac. History serves as an example. The current position is that schools can choose from a wide array of syllabuses, the consequence being that the experience of ‘doing History’ can vary considerably. This becomes a more acute issue in the context of the government’s emphasis on ‘knowledge’. 12) This matter is further complicated by the relationship of E-Bac subjects with the National Curriculum. The current position is that History is not compulsory beyond Key Stage 3. If it is to become compulsory in Key Stage 4 in the wake of the ongoing Curriculum Review the content would, by definition, be prescribed. This position would be consistent with the government’s vision of the subject being defined along ‘traditionalist’ lines. 13) Linking the previous two paragraphs, the rationale underpinning arguing for a traditionalist approach is that this will inculcate a set of shared values, sense of ‘Britishness’, cultural cohesion, etc. Leaving aside debate about whether the one will inculcate the other, the more tightly ‘knowledge’ is prescribed the more compelling the argument that provision should only be for particular groups. 14) The arguments centred around the extrinsic value and superiority of the E-Bac subjects posit that studying these subjects makes young people better prepared for further study and the workplace. However, the counter-argument is that a curriculum that stresses knowledge does not in itself provide sufficient preparation. To further develop this point it is necessary to explore the notion of ‘employability’. 15) NAHT’s position is that, at Key stage 4, the prescribed core should consist of Mathematics and English. The arguments for the greatest number of young people to achieve basic, sustainable levels of numeracy and literacy are both compelling and self-evident. Beyond this point the claims of other subjects are less compelling and self evident. Mathematics and English are unique in the extent to which knowledge, understanding and application mesh seamlessly, although similar arguments could be advanced for Information Technology’s inclusion. 16) This begs the question of the criteria to be used to determine which other subjects have strong claims to inclusion in a compulsory core. There is an assumption in this that the E-Bac is a compulsory core. This is clearly not the case in any de jure sense. Perhaps this discussion is better held in the context of performance tables and accountability. Schools are not, as yet, held accountable for their E-Bac performance. However, the decision to include this aspect of attainment in the performance tables and the subsequent ‘impression management’ by some in the media have created a process whereby E-Bac outcomes are so regarded.
16) This effect is achieved by journalists using language such as ‘x per cent passing the E-Bac’ and reference to it being an award or qualification. The cumulative impact is to create the de facto impression that it is an accountability measure. This is not in the sense that failure to achieve floor standards will lead to formal intervention. The impact brings to mind Mr Gove’s speech in September 2010 at Westminster Academy in which he spoke of ‘the intention to ‘publish all the exam data held by the government so that parents, schools and third parties can use web-based applications to create many new and bespoke sorts of tables.’
17) A further example of the way in which the E-Bac is regarded as an accountability measure is seen in a suggestion made to a Headteacher that his position was potentially under threat because his school had not achieved any outcomes of significance against the E-Bac measure. This was in the context of results being comfortably above the floor standard and in the wake of Ofsted judging the school to be 'good'
18) NAHT members provide evidence of this de facto impact. Some have adjusted Key Stage 4 options structures to reflect the E-Bac. Others, resisting this course of action, report parents
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enquiring why options structures were not designed to allow their children to choose the E-Bac combination.
19) NAHT is deeply concerned about an emerging system in which maintained schools operate alongside academies and free schools. The Association is not opposed to the former given that they contribute to the common good of their local family of schools but retains severe misgivings about the likely impact of free schools. The freedoms that academies enjoy and which free schools aspire to include less pressure to adopt an E-Bac structure. NAHT’s believes that the decision to pursue academy status ought to be the consequence of taking all relevant factors, both ‘push’ and ‘pull’, in evaluating whether the pathway is the appropriate one for a particular school at a given stage of its development. The spectre of the extent of curricular prescription occupying a disproportionate place in the decision mix is not to be welcomed. 20) Returning to the question of extrinsic value, NAHT commends the observation made in the Wolf Review to the effect that, ‘….employers are not always looking for skills that align in a one-to-one –way with a particular qualification: much of the time they use qualifications as signals of general rather than highly specific skills’ (p33) 21) In seeking to identify these ‘general skills’ one could turn to employers’ bodies such as the Institute of Directors or CBI. Alongside the irreducible presence of numeracy and literacy, reference is made to other so-called ‘softer skills’ including problem solving and team working. We are all familiar with labour market requirement forecasts that talk of the several career changes that today’s young people will be obliged to make, most likely including occupational fields that have yet to come into existence. Flexibility, adaptability and transferability become the watchwords. 22) Is there anything intrinsically inherent in the E-Bac subjects that qualifies them to provide this foundation? The proponents of a knowledge based curriculum such as E D Hirsch propose that it provides, in his words, mental ‘velcro’ upon which other learning sticks. This does not, however, necessarily encourage the attributes described in the previous paragraph. NAHT forwards the view that these attributes are a product as much of pedagogy as of specific subjects. 23) Inherent in the above is the potential argument that if this is the case then the pedagogy adopted in teaching the E-Bac could enable the acquisition of this broader skill base. However, this does not address the question of why the E-Bac consists of these particular subjects. What evidence is there, for example, to support the view that History or Geography are inherently more demanding, stretching or challenging than other well established Humanities such as RE, or, dare one venture, Sociology? Does not the group and team working nature of Music support its inclusion? Similar arguments could be advanced for many other subjects. 24). The impact of this narrow definition of a humanity on post-16 progression (and beyond) defies logic. Fundamentally the 14-16 Bac has to talk to the 16+ experiences of students and not be a straightjacket. The concept of ‘university’ underpinning much of the debate appears rooted in the traditional view. This is not to decry such institutions but there needs to be a recognition that the university sector is very much a ‘mixed economy’ and the newer, less research intensive and more vocationally orientated universities would not be well served by too tightly defined programmes at school.
25) NAHT accepts that there needs to be a core but would argue that this needs to consist of English, Mathematics and Science. The justification for the latter is the ongoing shortage of suitably qualified people in the ‘stem’ subjects. It also has much to offer in terms of encouraging the development of ‘softer skills’. The Association also believes that the status and role of ICT merits careful consideration. For a number of years there has been debate about whether ICT ought to be a ‘subject’ or a pedagogical tool. NAHT is drawn to the latter position, certainly by Key Stage 4. 26) Turning to the matter of accountability and performance tables, NAHT is unconvinced by the argument that schools guide students into 'easier' subjects in order to maximise or enhance performance table showings. The factor that needs to be addressed is the stays and use of the
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tables. The high stakes nature of the accountability system that flows from the tables has role in this. Were the E-Bac to evolve into a fully-fledged accountability measure we anticipate 'teaching to the test' and other responses that would not bring about gains in the quality of outcomes. 27) Having made this point, NAHT accepts the manipulation of the 5+A*-C statistic (e.g. the 4 GCSE T. Telford ICT course or equivalent, the 4 or 7 GCSE Diploma, the double (or quadruple BTECs) needs to be addressed and welcomes greater clarity on the need for a broader core curriculum. The rationale for this is the narrow base of using English and Mathematics outcomes as virtually the sole factor in determining FFT ‘D’ and a host of judgements made under the current inspection regime.
28) Having made this point, NAHT firmly believes that the proposed implementation of the E.Bac is flawed and offers the following observations to substantiate this contention.
29) In the south east, there are not oceans of modern linguists wanting to be employed by schools as an ‘entitlement’ to MFL is replaced by a prescription. There exists staffing crisis in MFL that a better phased implementation of the E-Bac could help to resolve : as it stands, there will not be sufficient teachers to enable all students, if all are to be the intended recipients, to benefit from the high-quality teaching required to make the initiative a success.
30) The definition in the E.Bac of ‘proper Science’ being ‘double or triple’ for all does a massive disservice to an array of students for whom their enjoyment of a single Science course and involving investigative Science and its application in their world, will be replaced by courses in the main Sciences whose main purpose is to weed out those who cannot progress in Science to the Sixth Form (and thence university). We refute the view that GCSE Biology, Chemistry and Physics are all fine - if they were we would have much larger cohorts proceeding to AS/A2. The need is to re-write/re-define our traditional (Biology, Chemistry, Physics) courses.
24th March 2011
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Written evidence received as a template letter from 345 respondents, as part of a campaign organised by the Incorporated Society of Musicians
Music at GCSE level is a challenging, rigorous academic subject which contributes to a broad, excellent education. The decision by the Secretary of State for Education not to include music in the English Baccalaureate is of grave concern and we hope that the Education Select Committee will consider this matter.
Music is an important and difficult academic subject which incorporates creativity. It also has numerous extrinsic benefits: improving numeracy and literacy, supporting social cohesion and developing children’s emotional intelligence. Its importance is also backed by public polling conducted by the ISM and YouGov, with 97% of those offering an opinion backing the provision of music in schools1.
In the UK, music education is world class and generates both the audiences of the future as well as the professional musicians who contribute so significantly to our constantly growing creative and cultural economy.
There is no doubt that the English Baccalaureate as it is currently framed will lead to schools deciding not to offer music at GCSE level. The net result will be the loss of the very real benefits of a music education and an adverse impact on educational standards generally. It will also undermine our currently vibrant creative and cultural economy.
Including Music GCSE in the English Baccalaureate will not jeopardise the intent of the Government – pupils will still study a broad-range of subjects which remain challenging, rigorous and academic. Darren Henley, in his independent review of music education published in February, made the key finding that Music ‘should be included as one of the subjects that go to make up the new English Baccalaureate.’ And the Government responded by saying that music is an ‘enriching and valuable academic subject’.
I urge the Committee to encourage the Secretary of State to include music within the English Baccalaureate.
March 2011
1 Incorporated Society of Musicians (ISM)/YouGov poll, January 2011
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Written Evidence Submitted by Stephen Pettitt, Director of Music, Benslow Music Trust Dear Committee, English Baccalaureate inquiry The views I express below are personal and do not necessarily reflect the views of the institution for which I work, which is chiefly involved in the field of adult recreational music education. You will know that the recent independent review of music education undertaken by Darren Henley strongly recommended that Music "should be included as one of the subjects that go to make up the new English Baccalaureate." Contrary, perhaps, to its reputation as a soft, even non-academic subject, Music, when taught properly, embraces a formidable array of skills and disciplines. Apart from the practical skills and patience required to learn how to play an instrument and how to read and "hear" a score in the head, other aspects of the subject involve a) mathematical and analytical processes b) the acquisition of a knowledge of historical, political and sociological contexts (since music is always a product of and has a function in society) c) a fascination with spoken and written languages other than English (every culture in the world has its song) d) a high degree of literacy (in describing an intrinsically abstract form) and e) the forging of dramatic sensibilities (even abstract music is a drama). Quite apart from these intrinsically improving qualities, a musical education enriches the lives of those who undergo it and fuels a vibrant industry by providing both playing musicians and the audiences of the future. After reading the Secretary of State's encouraging words in the Henley Report, I am astonished at the possibility of Music being excluded from the English Baccalaureate, and so I ask the Education Select Committee to ensure that it takes its rightful place at the high table of Baccalaureate subjects. 10/05/2011
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Written Evidence Submitted by Howard Goodall CBE I wonder if I could make the following points with respect to music's inclusion (or not) in this?
• Britain is one of the few countries in the world - and virtually unique in Europe - where music is taught as an academic subject up to 18 in regular school (ie not in out-of-hours/weekend specialist schools). This is something of which we should be proud and it would be dishonourable legacy of this period of government were it to see this tradition lost.
• I am sure you know that when the Ancient Greeks invented Western Civilisation's first education programme for young people, of the 7 subjects selected as essential to create a balanced, humane individual, music was one.
• When Oxford and Bologna universities invented tertiary education in the 11th century, they also included music as one of the essential 7 subjects the university would embed in its curriculum. In both cases (Ancient Greece and Oxford) music was seen as both science and art. What they did not know then (perhaps they suspected it) is that 21st century cognitive scientists would be able to prove that the apprehension of music in the developing child's brain 'wires' up the connections between the many different parts of the brain. From Einstein to Sacks, scientists' and psychologists have been writing passionately about the importance of music in the educational development of human beings.
• School music departments (something you will not find, for example, in Italy or France), which we take for granted as a whole-heartedly positive aspect to any good school, thrive where there are sufficient staff to support numerous ensembles, choirs and events. Any Head of Department you care to ask will tell you that classroom teaching of music and extra-curricula opportunities in music are inextricably linked. You cannot have a successful music department offering extra-curricula music activities for all students without classroom music teaching.
• The proposed English Bacc should include music as an academic subject. Please use your influence on this committee to ensure England remains a world-leader in school music and not slip into the kind of cop-out that exists in other European countries, where music is something middle class parents pay for their children to do in their spare time.
24th March 2011
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Written Evidence Submitted by Adeyfield School RE: ENGLISH BACCALAUREATE General Principles: We believe that all young people should be entitled to a broad education that will provide them with the knowledge and skills that will enable them to be productive and active citizens of the UK. We also believe that each young person is unique and has unique learning needs. This means that the curriculum offered in the state sector should cater for a wide breadth of learning needs, abilities and aspirations. As such, we are of the opinion that a broad curriculum entitlement is fundamental to the success of our students, our school and, ultimately, wider society. Specific Concerns: Humanities We are concerned by the narrow range of subjects that will qualify as ‘Humanities’ in the English Baccalaureate. We of course have no objections to Geography and History being included in this range and we encourage our students to pursue these courses through Key Stage 4. That said, we also value highly other ‘Humanities’ subjects such as RE and Citizenship. Religious Education is a fundamental aspect of our curriculum – and must remain so. Building greater understanding between faith groups (and those of no faith) is essential to social cohesion and the future well-being of our society. This needs no further explanation in our opinion. The Citizenship curriculum, in particular, has provided many of our students with a valuable understanding of, and connection to, the national (and international) political, economic and legal systems, processes and structures that affect us as citizens. Furthermore, it has enabled them to gain an understanding of the criminal justice system, the work of the police and explore the important question of how our rights interact with our responsibilities. We have also built a very successful programme of ‘Active Citizenship’ where students have been engaged in projects such as: Holding a ‘Question Time’ event prior to the General Election attended by nearly 200
members of the local community Organising and running a day trip to the seaside for local elderly residents Designing and making educational toys for use at a nearby school for children with
autism Creating publicity material for a local youth and community centre
Therefore, we would urge the committee to make recommendations that the range of ‘Humanities’ subjects falling within the English Baccalaureate benchmark be broadened to include subjects that are not only engaging for young people but potentially vital to the well-being of our society.
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We would like subjects such as Citizenship, Government & Politics, Religious Education and Philosophy & Ethics to also be included in this range. Vocational Qualifications Whilst appreciating the need to review the use of vocational qualifications in schools, we firmly believe that they are of value. Our experience of offering a variety of vocational qualifications (both in-school and through partnership with local colleges) has highlighted valuable outcomes: Enabling students to access learning opportunities in vocational areas such as
construction skills, electrical engineering, beauty therapy, uniformed services and more. Providing a pedagogical approach that enables all students to access valuable
curriculum areas such as ICT and Business Studies. Raising standards and achievement. Greater engagement with the wider curriculum due to being ‘hooked-in’ by their
vocational learning. Therefore, we would assert that vocational qualifications should not be disregarded when considering the relative ‘success’ of individual students or schools. Reporting of English Baccalaureate Figures in League Tables We believe that the reporting of English Baccalaureate figures for the academic year 2010-2011 or for the next academic year 2011-2012 is unfair and risks inaccurately labelling schools as ‘failing’ or ‘poor’. The students completing their Year 11 studies this academic year made their choices of which subjects to follow at KS4 in 2009 and those currently in Year 10 made theirs in early 2010. This was before the English Baccalaureate was introduced – indeed those students made their choices during a different Parliament. As a school we have worked extremely hard to raise standards and achievement. Seeing a very low figure of successful English Baccalaureate students published in league tables this year is both demoralising and, in our view, disrespectful to the hard work done by teachers, students and parents over the past years. Therefore, we request that reporting of these figures be delayed until 2012-2013 when the first cohort of students to make their choices in the light of the English Baccalaureate will complete their KS4 studies. 24th March 2011
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Written Evidence Submitted by Jane Willis, Notre Dame High School I have just seen the select committee for this and although my submission is slightly late, I hope that it will be considered. I have a number of concerns about the Ebacc. First of all I have no qualms about keeping standards high, and re‐looking at some of the dubious qualifications which are offered nowadays. However, the choice for the Ebacc seems random in its choice of the 5 subjects and appears to be a throw back to what is seen as ‘the golden years of education’ and the old grammar style options. Re the Humanities, I think if you want to have a Humanity in the Ebacc RE has to be there as well as one of the options. Government has consistently promoted the fact that we are a Christian country plus the fact that we should promote community cohesion, and this is often done through RE to make sure all our students value each other equally. To say RE does not need to be there as it is compulsory anyway, does not hold true in the way it is being delivered nationally. Having talked to the University, they are saying that the funding for RE teaching places has been cut and the funding for Geog/History places increased. There is already a shortage of RE teachers, which looks as if it will increase through these measures. MFL is a difficulty in that it has been made optional at secondary and the compulsory nature is placed at primary level. As a linguist myself, whilst I laud the fact that children are learning a language at a younger age, the whole scheme is a spectacular failure because it was never thought through properly. Secondary schools are met with children who have learnt a diverse range of languages according to what the primary school could get re teaching expertise, and it does not lead naturally to the next level. Again, the choice of languages is based on the premise that some languages are ‘better’ so some community languages are not seen as worth including. The measure of 5 GCSEs plus English and Maths is a challenging target for many schools. I believe as long as you look at the whole range of qualifications and ensure that the quality of all qualifications is high, you have good measures as they stand already. 29th March 2011
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Written Evidence Submitted by Chris Parkinson, Bosworth Community College In response to the invitation to submit views on the proposed introduction of the English Baccalaureate, I would like to submit the following for your consideration: I support the view that students should study a broad and balanced curriculum that equips them to play an active role in the 21st century. However, I refute that the narrow range of subjects included, constitute a broad and balanced 21st century curriculum. There is a lack of logic in the proposal that refers to a ‘body of knowledge’ – the knowledge acquired in History is very different to that in Geography. There is similar variation in the knowledge acquired from studying Biblical Hebrew to Modern French. Either students need to 'know' History or they don’t. It makes no sense to state that they should ‘know’ about the reformation unless of course they can describe how a rift valley is formed! There is even greater variation in the skill set that students would gain from one acceptable subject to another. Hence I would state that Modern Foreign Languages only should be included. There is a clear sense of elitism in including classical languages – they have their place in a curriculum for some students, but then so does Sociology, Law, ICT, Design and so on. Similarly I would argue that either all Humanities (including RE and integrated Humanities) should be included, or none should. We must concentrate more in the acquisition of skills than the acquisition of knowledge as those with skills suitable for the rapidly changing environment we live in will be best able to adapt to an employment market that we cannot possibly predict. I think it would be worth the committee using some of the curriculum research produced by Futurelab to inform their thinking. There should be the inclusion of some form of ICT qualification, as this is a basic 21st Century functional skill. Similarly we should find some way to recognise creative subjects and key skills. It is precisely these skills that will set our labour market as distinct from that in the Far East and give us a competitive advantage in our technological and rapidly evolving environment. Similarly if we are to introduce the E‐Bac then there should be some form of Technical Bac which has parity but routes to differing employment, apprenticeship and higher education pathways. This will prevent many students from being labelled as failures, when in reality they have great potential to be successful in the right areas. One size does not fit all! I would be delighted to discuss any of the issues at a further opportunity. 29th March 2011
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Written Evidence Submitted by Mr P J Wickert, Headteacher, The Holy Trinity Church of England School I would like to register my views on the new English Baccalaureate. I agree in principle with the concept of the Baccalaureate as a measure of academic achievement and that it should include high grade GCSEs in a number of subjects including a core of English, Mathematics and Science. However I am not convinced that the narrow range of subjects meets to government goal of offering students a broad and balanced curriculum. As it stands the Baccalaureate represents 5 curriculum areas and students are effectively committed to studying 7 GCSEs with little choice, as English Literature is likely to be taken by most of these students. This leaves time for at most 3 other subjects to represent a third science, a second language, the arts and technology, other humanity subjects, information technology, physical education and social sciences. I have some concerns about the ability of all schools to provide well qualified language teachers at such short notice; for some this will be at the expense of Key Stage 3 teaching. I am pleased to see the inclusion of the community languages. My main concern about the E-Bac is that the Humanities requirement is very narrow. By restricting the choice to history and geography, this narrows down the choices for students and does not reflect the nature of the International Baccalaureate where there is choice over the focus of the overall qualification. The IB allows students to choose what they are good at, what might help them in their chosen profession and what they enjoy doing. Students will always get better results overall where there is an element of choice which allows them to opt for some subjects which reflect their strengths and interests. I strongly urge you to reconsider the inclusion of Religious Studies in the Humanities. The argument has been put forward that inclusion would unfairly advantage Church Schools. I would argue that by not including it, students at Church schools could be seen to be disadvantaged by restricting their freedom to study a broad range of subjects. In addition, community schools which currently have RS as compulsory could be discouraged from continuing with this. Equally I would argue that the inclusion of classical languages would introduce bias towards independent schools which are most likely to offer these subjects. In summary, students do need an academic curriculum to prepare them for traditional university courses, but it needs to be broad, balanced and relevant to life in the 21st century. 04 April 2011
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Written Evidence Submitted by Mr A Sharpe, Headteacher, St Mary’s Catholic School Dear Sirs 1. I am writing to you in order to add my support for the status of Religious Studies as a
humanities subject, and therefore an essential part of any further development of the English Baccalaureate.
2. As both a Headteacher and a trained teacher of Religious Studies I am aware of the wider
value to society of this subject, and also the academic discipline it requires from its students. The analytical skills and factual recall that it demands bear favourable comparison to History, whilst the discursive elements that require candidates to debate different points of view are a good preparation for the post 16 curriculum that follows.
3. I do hope that these attributes of Religious Studies can be borne in mind as you consider the
finer details of the English Baccalaureate. The initial model seems arbitrary and unnecessarily narrow in its focus.
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Written Evidence Submitted by Mr Stephen King, Director of Language College and MFL, Campion School and Language College Please find below our response to the E-Bac inquiry from Campion Language College. 1-Languages have been in steady decline for the last 10 years at Key Stage 4. Introducing primary languages has had a positive effect, but Languages have suffered by having to compete with subjects that students perceive as being “ more important” such as PE or ICT. Many schools have tried to address this decline, but without resources, national support or parental support this has meant that few schools achieve more than 50% of their cohorts doing a language. New vocational qualifications such as the NVQ in Business French and Spanish have improved efforts to make the subject more inclusive. The old GCSE was outdated and needed reform, which the new GCSE has addressed, with opportunities for students to succeed. 2-By introducing the E-Bac, Languages are now finally recognised as an equal core language. In many schools, ours included, only English, Maths and Science are valued by students and parents above all else. As a Language College we have made great progress in getting 95% of our year group to achieve a Language, whether GCSE or NVQ. Now with the E-Bac, parents and students will see that to achieve this new recognition, they will need a Language. 3-I am concerned, that not including the NVQ qualification is quite disadvantageous. To achieve a Level 2 NVQ, students still need to be able to write and speak to a high level to succeed, so to exclude them from achieving the E-Bac seems somewhat discriminatory. NVQs in Languages are not an easy touch, they are merely a different way of achieving recognition in a foreign language. 4- Parents and employers will need educating about what the E-Bac actually means and shows and universities also need to consider whether they include the E-Bac as part of their admission criteria. 5- By including History and Geography, obviously the focus is on the academic subjects. Why are Philosophy and Ethics or RE not included? 6-I welcome the E-Bac as a Language College Director and hope that the Secretary of State will strongly consider recognising the NVQ as a practical and useful alternative to GCSE. 5th April 2011
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Written Evidence Submitted by Jeannie Cohen and Peter Jones, on behalf of Friends of Classics
1. It is our view that the current E-Bac should deal in subject areas, not subjects. Not that we support a free-for-all. Two strict criteria should inform the availability of subjects within any subject area: (i) their status as an appropriate subject within the area; and (ii) their academic rigour, to be determined by the syllabus and the examination.
2. These conditions will allow for a degree of freedom of choice - an important government principle, to judge from the Prime Minister's views - while ensuring that academic rigour is maintained.
3. If these two simple criteria are adopted, it will mean that Classical Civilisation - an examination more rigorous than History because (like Ancient History) more source-based - is allowable in the Humanities subject area (freedom of choice), and the WJEC examination in Latin allowable under the Foreign Languages subject area, because it meets all the OfQual accredited GCSE criteria for a language (academic rigour). There is little point in having OfQual accredited GCSE criteria if they are arbitrarily ignored, as they have been in this case.
4. We add here that minister Nicholas Gibb is hostile to the admission of Classical Civilisation because it is not ‘historical’ enough. His evidence appears to be that the OCR syllabus contains an element on the physical remains of Pompeii.
5. As classicists, we point out that these subjects are small and very vulnerable. Government must realise the catastrophic effect that current E-Bac regulations will have upon them, for no academic or educational gain that ministers have yet elucidated. Indeed, given that government has (laudably and properly) elevated Latin to the position of an allowable subject under the 'Languages' slot, it makes no sense to pull the carpet from under its feet by insisting that it can be examined by only one board and no other. 5th April 2011
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Written Evidence Submitted by Andrew Johnson, Deputy head and head of Classics, Ashville College
1. I wish to contribute to the consultation about the appropriate subjects to be included in the e-bac, particularly with regard to the classics subjects deemed appropriate, or more particularly inappropriate.
2. I am particularly fortunate to be teaching Classics at a well-resourced independent school, and my influential position of deputy head allows me to make the time to teach small classes. The same situation is not true for many teachers that I have associated with, both in independent schools and particularly maintained schools where any decrease in numbers would lead to the subject being withdrawn, and who often give their own time freely before and after school to enable talented students to study the classics. While I understand the principles on which the baccalaureate proposals are founded I am concerned that the narrowness of the proscribed courses, may have the unintended consequence of diminishing the educational opportunities of many bright students in less fortunate situations than my own.
3. The first area where I would like you to reconsider you guidelines is the admissible Latin qualifications, which currently accepts Latin GCSE but not the equally valid WJEC Level 2 examination. This is a new course, initiated by the Cambridge schools Classics Project to make Latin accessible to the students to whom I have referred above, whose time allocation makes it impossible to study authors such as Vergil and Tacitus in the original, a requirement which goes far beyond the sophistication required for success in other Modern Languages. The Level 2 course has been accepted by no less an authority than an admissions tutor representing the Classics department at Cambridge who is prepared to treat the level 2 award as a perfectly appropriate preparation for further study in Classics leading to university study. The course carries the same grade levels as OCR GCSE and having taught both courses I can assure you that the grammar and vocabulary covered are very similar as are the length and difficulty of the passages studies in the original.
4. I would also wish that you reconsider the inclusion of Classical civilization as a humanity alongside the Ancient History, which already qualifies. Surely in every sense of the word a course which studies ancient literature, ancient society and religion in its historical context , and requires extended writing as part of its assessment, is fulfilling all of the criteria that you require of a humanity.
5. There is a further point that I would wish you to consider. As a school we require all students to study Maths, English, A Modern Foreign Language, and all three sciences; in addition they have three further choices. A talented student would often love to cover a range of subjects developing their aesthetic interests in music, Drama or Art, following their talents in DT, Computing or PE as well as wishing to be multilingual by following a second language. It is therefore very easy for a student to take a broad range of subjects without including a strictly ‘humanity’ subject, yet I would consider a choice of Music, Latin and religious Studies in any way narrow, when combined with the major subjects quoted above. Yet as I understand it this would not qualify for the ebac on the grounds of Humanities. The principle is a good one, and I share the concern about the proliferation of qualifications, some of which do not bear comparison with traditional GCSE subjects. However I am concerned that the good intentions, do n ot yet translate into a fair system and the unintentional outcome of the ebac may be to diminish the educational experience of many, denying them the academic study which they would most enjoy, while forcing them to take subjects which, while valid certainly, are not where their main interests lie.
6. I hope that you will take these views into consideration and wish you well in this worthwhile, but tricky task of providing a standard with which we would all agree.
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Written Evidence Submitted by Trevor and Michele Pipe, Co‐Principals ‐ Hawley Place School I write to pass several comments about the recently launched E‐Bac. Firstly, the general idea of a broad, balanced and relevant measure of ability at GCSE level is to be praised. We have been offering such a scheme of options at Hawley Place School since our arrival in 1991. However, I take issue with the subjects included under under the Humanities umbrella. I cannot understand why Religious Education cannot be accepted as a relevant GCSE humanities subject.If we are trying to prepare youngsters for the 21st century, surely some knowledge of religion is essential, if only from the point of view of tolerance and the number of world/domestic issues/problems involving religion.A good case could be made for all three subjects (Geography, History and RE) to be compulsory to 16.Indeed, I believe that UK is the only country in Europe (apart from Albania)where History is not compulsory to 16. I also have a problem with the exclusion of ICT at GCSE level, given the fact that technology permeates all aspects of our lives at all levels.Schools have invested so much money and time in developing ICT, surely it would be easy for all pupils to embrace it at GCSE level and most pupils are naturally very ICT literate. Our Year 9 Option system includes: a compulsory core of: English Language and English Literature; Mathematics (with GCSE Statistics for the more able); Science ‐ three choices: Science(1GCSE); Science + Additional Science(2GCSE's);triple Science ‐ physics, chemistry and biology (3GCSE's); ICT a compulsory language (French,Spanish,German ‐ we encourage dual linguists and have some triple linguists) a compulsory Humanities subject (Geography, History or RE ‐ two of these can be taken) a range of practical subjects:Art, Music, PE, Drama, Home Economics(Food) & Home Economics (Child Development) We believe that our system refelects your Ebac idea but is in fact considerably better and we shall continue to use it, with nearly all parents agreeing with our curriculum philosophy ! 5th April 2011
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Written Evidence Submitted by James Bovington, Horsforth School, Leeds Dear Sirs, 1. I write to express a personal point of view about the E-Bac. We have not yet discussed this in the languages department but may well do so and might therefore in due course submit a view to the curriculum review. 2. I fully support the E-Bac more or less as it stands. I agree with the range of subjects included although I wonder if the requirement for five grade C's is perhaps a bit of a blunt instrument. It might be better to give a certain number of points to grades and then have the E-Bac at either pass, merit or distinction level. An alternative could be that a grade b in one subject could compensate for a d in a different subject. 3. The range of subjects included is good, although I think that there is a case for adding Religious Education. This could be done by stating that students need to take any two of history, geography and religious education in order to get the E-Bac although this arguably makes the qualification more complex to administer. To be consistent there should now be a big push for as many schools as possible to offer the International Baccalaureate in parallel with traditional 'A' levels. 4. I teach French and Spanish. I look forward to the E-Bac becoming an established qualification in its own right and which will be attractive to more academically able students as a useful measure of ability and which could eventually become a requirement for entry to more demanding universities where there is a challenge for places. My personal view is that if a student can achieve a grade c in a foreign language then there is no reason why such students shouldn't be required to do so. furthermore, I see absolutely no reason why it is inappropriate for schools to be given individual target %s for students achieving the E-Bac as a measure of progress and success, as long as such targets reflects the ability range of the students attending each school. However I would oppose any minimum threshold applied across the board such as 30% of students have to achieve the E-Bac. 5. I welcome the fact that the E-Bac will likely 'nudge' suitable able students towards continuing to study a modern foreign language or Latin to GCSE without the need for compulsion or the reintroduction of compulsory foreign languages for all. Languages are to an extent a talent subject and it is just not a sensible use of scarce resources to force either the unwilling or the unable to continue with them to GCSE. If a student hasn't for example, grasped the intricacies of French verb conjugation by the end of year 9 after three years of study, then two more years of classroom based study are unlikely to assist and will more than likely prove counterproductive. 6. Thank you for giving me the opportunity to contribute to your review. 5 April 2011
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Written Evidence Submitted by Paul Shannon, Deputy Head teacher, St Mary’s School, Hereford I have long been an admirer of the European system of Baccalaureate compared to our system of GCSE and indeed Advanced levels. The Baccalaureate should by its very nature be a qualification which measures a rounded experience of subjects. I can see too that the new coalition government want to focus on academic subjects and reduce the tendency for some schools to offer qualifications which focuses on the schools performance without necessarily looking at what is best for each individual student. In my view English, Mathematics and Science should be part of a Baccalaureate and I support the need for a language to be part of this qualification. The standard of language acquisition and the languages that we should be teaching is another debate. A humanity subject is important, I would add Religious Education to the subjects that should qualify for the Baccalaureate. Religious Education should be viewed as the same worth as History and Geography. I wonder why no mention has been made for ICT as an essential component for the award? What about the practical subjects – Drama, Art, Physical Education, Design Technology – whilst they may not be part of the new qualification what is being put in place to enhance their standing as subjects. I would like to have seen the new coalition government seek the views of the profession first then introduce the change. Once again we seem to have a new initiative introduced without any discussion or without the explanation needed – it smacks a bit ‘of a bull in china shop’ approach and is causing resentment and anguish that could have been avoided. 5 April 2011
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Written Evidence Submitted by Robert Max
I understand that the Education Select Committee will be conducting an inquiry into the English Baccalaureate and would be grateful if these views could be presented. The government has decided that a new certificate, the English Baccalaureate, is required to recognise educational achievement at age sixteen. By including maths, English, science, a language and history/geography the government has indicated that students must demonstrate a certain breadth in their studies. However the omission of subjects including art, music, drama, design and technology and RS from the humanities component of the new English Baccalaureate strikes me as a grave error of judgement. Students must be encouraged to develop their imagination, focus their creativity and explore and express their emotions if they are to make best use of the various strands of knowledge that the government has said should be at the heart of their studies. Although a view has been presented that by defining the core subjects greater freedom is given to schools to choose how to provide appropriate supplements, we will see that in too many instances resources will be piled into anything defined by the government as a core subject at the expense of non-core subjects. This will restrict the educational horizons of many of those students who would have benefitted most by having had these subjects included. I would consider a student who has studied the five areas included in the Baccalaureate but has not studied at least one of the subjects I mention above, or similar, to GCSE level to have received a deficient education. 5th April 2011
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Written Evidence Submitted by Jazz Services
English Baccalaureat(e) Inquiry One of the most encouraging developments for music education in recent times has been the Education Secretary’s commendably positive response to Darren Henley’s review of schools’ music education. The review, which was commissioned by Government, came up with conclusions and recommendations that have been warmly welcomed by the majority of music education organisations and interests. 2. We understand that the Education Secretary has now decided against including music in the proposed English Baccalaureat(e). We find this perplexing given his expressed views on the value of music education, eg “music is an enriching and valuable academic subject (which is ) why it is vital that (good) quality music education is available to all young people across the country”. 3. A very probable outcome of that decision will be that the secondary school sector will not make provision for music in the curriculum. So, at a stroke, much of the good work in primary schools, successfully fostered, in large measure, by the Wider Opportunities Programme will have gone to waste. That would be a serious loss for good music education demonstrably benefits young people by providing opportunities for valuable creative expression: increased self-esteem has also been identified as an invariable outcome of good music education and especially when allied to plentiful performance opportunities. Furthermore, some authorities make persuasive claims of wider benefits across the curriculum. 4. It is not for us to characterise England’s music education as “world class”, whatever that may mean; we would rather emphasise the widely held view among the international music education community that music education in England is of a very high standard. Music’s intrinsic worth is, it seems to us, self-evident; less obvious to the uninformed is the substantial contribution made by the music industry to the Nation’s economy; for example, in its 2002 report “Counting the Notes” the National Music Council noted that the economic contribution of the music business was of the order of £5bn. 5. Of course, there are competing claims by various interests for their subject to be included in the English Bac, and not all can be accommodated: we believe music is special for it is one of the Nation’s most enriching contributions to the arts internationally and should therefore be included. 6. Do please bring these views to the Committee’s attention. 5th April 2011
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Written Evidence Submitted by Matthew Bright Head of Instrumental Music, Windlesham House School
I am writing to urge the Committee to encourage the Secretary of State to include music within the English Baccalaureate.
Darren Henley, in his independent review of music education published in February, made the key finding that Music ‘should be included as one of the subjects that go to make up the new English Baccalaureate.’ And the Government responded by saying that music is an ‘enriching and valuable academic subject’.
Music as a discrete subject will not jeopardise the intent of the Government to improve on the current system of GCSCEs and will offer students the opportunity to study a broad curriculum. Music is an essential element of our lives, emotionally, intellectually and economically and we should have the opportunity to study it in depth and in the context of other core subjects.
Please note that the opinions expressed in this submission are my personal opinions and not necessarily those of Windlesham House School.
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Written evidence submitted by Dennis Wickens As a former grammar school music master, cathedral lay clerk, composer and county music adviser for two local education authorities, I fully endorse the case submitted by the Incorporated Society of Musicians for the inclusion of Music in the English Baccalaureate. I know from long experience that their case is by no means overstated, having so often seen what might well have been unfulfilled lives transformed through engagement with Music. It has unlocked youngsters’ motivation and potential for wider attainments which otherwise would have gone unrealised. The requirement for team collaboration imposes a discipline of greater significance than what they may perceive as the uninspiring pursuit of a particular academic study for which they may have little or no aptitude. As one who (long ago) failed the standard, narrow 11+ examination and had to leave school at the age of fourteen, it took a long, hard struggle and meagre personal resources to acquire the qualifications and skills needed to enter the profession I desired, a motivation for which was not only to develop my education for its own sake, but to enable me to extend the horizons of others, both children and adults. It would immensely sad to see the withering of the tremendous advances made in music education over the past half century because of the restrictive requirements of a narrow range of subjects for the English Baccalaureate, which experience shows will reinforce a feeling of failure in many whose potential abilities and interest within this range may need to be awakened by other talents and enthusiasms. The impressive facilities and resources specifically allocated for Music in the private sector are testimony both to the importance of the subject as an academic study at school level and to its enormous social and economic benefits to the whole society. April 2011
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Written Evidence Submitted by United Church Schools Trust In response to your inquiry into the English Baccalaureate, please find below the considered, joint response from the independent senior schools of the United Church Schools Trust, affiliated with the United Learning Trust, under the Chairmanship of the Rt Rev and Rt Hon Lord Carey of Clifton. 1. The purpose of the E‐Bac is arguably the central issue, and it would be fair to assert that there
appears to be some degree of confusion both in public perception and in educational forums. The government states in the DfE declaration of December 2010: “The E‐Bac is not a new qualification in itself”; however, the naming of the E‐Bac as such has immediately led to comparisons with the International Baccalaureate, which is a qualification in its own right. This is further confused by the additional DfE statement: “We intend to mark individual students’ future achievements through a certificate”. The implication would be sustainable that the E‐Bac will, therefore, become a qualification in its own right and, logically, may then inform university admissions’ requirements. Much response to the E‐Bac thus far has taken this assumption as a basis and we, as UCST , would concur that, if the E‐Bac were to be a qualification in its own right, it would be inadequate in its current form. In support of this we would make the following points:
a. English Literature is a notable omission and should constitute part of any academic GCSE curriculum.
b. Not all iGCSE specifications in mathematics are yet included, such as Edexcel for example, which is widely taken in the independent sector.
c. Languages should focus only on modern foreign languages and not include classical languages. The dismay of recent years in the dwindling number of language students has not been prompted by a national shortage of classical academics, but by a shortage of young people with the linguistic knowledge and skills to support British involvement with other countries in practical and communicative contexts. Qualifications in modern languages, which are currently spoken, will serve this particular aim more directly than the study of historical languages, which are no longer spoken.
d. Defining Humanities poses genuine challenges, since one can argue the respective merits of various humanity subjects in terms of their contribution to human understanding, but not all have the same level of academic rigour. If the E‐Bac just intends to include the ‘hard’ humanity subjects, where it may be perceived that there is more to learn and more to write, it is the wrong solution to a different problem, whereby we all recognise that there are ‘soft’ GCSEs and ‘hard’ GCSEs.
e. There is no mention of any creative or expressive subjects, which any balanced GCSE curriculum should ideally include.
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f. If the E‐Bac were to stand as a qualification in its own right, which may shape schools’ curriculum models, we would suggest the following headline definition:
i. English or English Language plus English Literature ii. Mathematics iii. Science (as per current definition) iv. Modern Foreign Language (at least 1) v. At least 1 from: Ancient History, Business Studies, Classical Civilisation,
Economics, Geography, History, Religious Studies. vi. At least 1 from: Art & Design, Design & Technology, Drama, Greek, Home
Economics, ICT, Latin, Music, Physical Education. g. There is no doubt that debate would continue as to whether all arguably
meritorious subjects had been included, and this is not intended to be an exhaustively researched and comprehensive list, rather an indication of what would be required, were the E‐Bac to be a credible qualification in its own right.
2. If we re‐consider the original statement: “The E‐Bac is not a new qualification in itself”, we may alternatively take the view that the E‐Bac list of subjects is not intended to become a curriculum goal in itself, thereby deflecting the popular criticism that the E‐Bac reduces curriculum breadth and choice, but is simply a measure of a more academic curriculum offering at any school. In the last set of national Performance Tables, taking the E‐Bac at this face value, it did succeed in clarifying which schools were claiming apparently impressive headline GCSE successes on the back of academically undemanding qualifications. We can cite, for example, a school which claimed that its pupils achieved a 5A*‐C GCSE pass rate of 65%; however, this fell to 3% in the E‐Bac column, thus providing prospective parents with valuable comparative information about the quality of the school’s achievements. If this is all the E‐Bac is destined to be, and this would not in itself be any bad thing, we believe that it should not be called ‘E‐Bac’ and that there should be no separate certificate; instead, the Performance Tables should simply be re‐designed to collate:
a. 5 A*‐C including GCSE English, Maths and Science. b. 9 A*‐C including GCSE English, Maths, Science and MFL.
3. This would provide the necessary encouragement for more pupils to take GCSE MFL, but
would not force all pupils to do so. Parents would not, arguably, look for 100% in the second column, but would hope to see a recognisable majority percentage for any school with apparent academic credentials. Furthermore, schools would retain complete flexibility over their own curriculum, enabling pupils to achieve in their respective strengths and interests.
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4. It is our opinion that the E‐Bac, in its current form, sits uncomfortably somewhere between two differing objectives, but is unable to achieve either due to insufficient definition of status and purpose. To summarise:
a. If the E‐Bac is to become a worthwhile qualification in its own right, it must expand and include a greater range of subjects, to enable genuine breadth and choice, while retaining a recognisable quality mark of academic challenge and rigour.
b. If the E‐Bac is to be a retrospective clarification of existing GCSE results from schools across the country, in order to provide more accurate information for parents, it should not be presented as a qualification, with a certificate and a title, and the criteria for the Performance Tables would benefit from improved definition.
We are grateful for your time in considering our opinion and present it to you with every respect. 5th April 2011
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Written Evidence Submitted by Elizabeth Poulsen (Mrs L Bellew)
I write as an Honorary Member of the Incorporated Society of Musicians, to express my concern to the Education Select Committee about the intention of the Secretary of State not to include Music in the English Baccalaureate.
I worked at the ISM for 22 years until my retirement as Head of Professional Policy, and during that time continually saw evidence of tremendous public support for music as a curriculum subject in primary and secondary schools, and for the additional creative activities and tuition offered by local music services.
The Committee will undoubtedly be well provided with expert, professional evidence of the academic challenges of the study of music, its inter-disciplinary connections, and its extrinsic intellectual and social benefits. These aspects of music education cannot be dismissed lightly, when evaluating the achievements of past GCSE and A-Level students. However, in order to secure opportunities for pupils to study music for GCSE in future, the subject will need to be underpinned by its being available at baccalaureate level as well.
I ask the Committee to consider, also, that to offer English Baccalaureate students a higher education in music gives them a chance to become conservers and developers of the musical heritage and culture of this nation and of an art form that has a world-wide significance and appreciation, in all its manifestations.
I should be grateful if you would add my voice to those who are urging the Secretary of State to include Music as a subject in the English Baccalaureate.
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Written Evidence Submitted by Jen Hartley
Dear Committee,
It is with great concern – but not surprise, unfortunately – that I have discovered that Music is to
have no place in the package of subjects that qualify for the English Baccalaureate. As I’m sure you
are aware, the IB at KS4 includes a much broader spread than the proposed English Baccalaureate; to
quote from their website, “Students are required to study their mother tongue, a second language,
humanities, sciences, mathematics, arts, physical education and technology. In the final year of the
programme, students also engage in a personal project”. It makes the English Baccalaureate seem
very pale by comparison.
You will, I have no doubt, have received hundreds of indignant letters about the benefits of studying
Music, and other Arts subjects as well. In reality, the pressure to limit their choice of subjects often
squeezes the Arts out of many KS4 students’ curriculum, and that pressure will increase with the
publishing of a set of subjects amounting to an English Baccalaureate qualification, which – whether
or not this is your intention – will attach more worth to those subjects. To look at the students’ point
of view, they are about to be put in an extremely unfair position. It doesn’t matter who says what
about whether this should or shouldn’t affect students’ choices; when they come to it, their parents
and some schools will be urging them not to do certain subjects in favour of the ones that do count.
If they do this, they could be choosing subjects which they enjoy less, and which could therefore give
them less good results.
As far back as university studies go, Music has been one of the core subjects. It was one of the
Quadrivium (Arithmetic, Geometry, Astronomy and Music) and is available to study as an academic
subject at the top universities around the world. Saying that it doesn’t count towards this new way of
valuing and comparing schools’ results is a great pity, and unfortunately appears to be either a rushed
or an ignorant decision.
From the point of view of someone who watches people in a musical context every day, the benefits
of Music are enormous. We see them develop unlikely friendships, stand to receive applause in
public, encourage each other when someone’s confidence falters, and learn to be reliable, to organise
events, and to concentrate for hours at a time because that is what creative musicians do. What this
does for their self-esteem is immeasurable. Whether or not you yourself are a musician, you must
know that musicians of all kinds are disciplined people with a good set of values, who understand
that it isn’t about the money and it is never about the individual. More people like that in Britain
would be a good thing.
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It sometimes seems that the most valuable thing about my subject is the way it encourages pupils to
shed inhibitions and work together, and this counts for every yeargroup (and at some point I have
taught them all), from reception to Year 13. You simply cannot replicate that in a subject where they
are not required to learn new skills in order to be able to join in an instrumental ensemble or to write
a song or to sing in a large group. The feeling of camaraderie within a class after doing that is
fantastic, and it can only happen when the subject requires people to step out of their comfort zones
and to trust their teachers to lead them in that.
Music at all levels is a subject which pupils should not have to face losing, and the same can be said
for all Arts subjects. It is already a shame (I want to say disgrace) that many primary schools cut
Music out of the curriculum in Years 5 and 6 because it isn’t examined, thereby leaving us with a
hard job to do in Year 7. I don’t think it will happen in my school for a long time yet, but there will
be schools around the country where Music will be phased out, and those who could have shone, who
could have developed unlikely friendships, who could have discovered an ability to focus for a long
time on a creative project, who could have found a lesson in which they didn’t feel intimidated, will
never do so. At least give it an equal place in the English Baccalaureate, so that opting to study it
doesn’t seem like a quirky and irrelevant choice. If you stretch the package to include Arts subjects,
you will be allowing more students the freedom to choose something they like without the risk of not
counting towards their school’s statistics.
At the end of everything, the way a student feels is always the most important thing. What you are
doing, by assigning value to certain subjects and not others, is bound to affect that.
Thank you for reading this with the same care as went into writing it.
5th April 2011
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Written Evidence Submitted by Dennis Drumm
English Baccalaureate Inquiry
I write in connection with the decision recently announced by the Secretary of State for Education not to include music in the English Baccalaureate.
Music at GCSE level is a challenging, rigorous academic demanding subject which contributes to a broad, excellent education.
Music tuition and learning to play a musical instrument are proven in recognised academic studies 2/3 to enhance numeracy and literacy, increase creative skills, improve general cognitive ability, promote social cohesion and contribute to developing emotional intelligence and general well-being.
There are also proven health benefits for individuals; for example, those with certain respiratory conditions can derive therapeutic benefit from playing blown instruments.
The importance of music as a core subject is strongly supported in recent public polling conducted by YouGov, with 97% of those polled offering an opinion backing the provision of music in schools.
In the UK music education is world class and generates both the audiences of the future as well as the professional musicians and other practitioners who contribute so significantly to our constantly growing creative and cultural economy.
There is no doubt that the English Baccalaureate as it is currently framed will lead to schools deciding not to offer music at GCSE level.
The net result will be the loss of the very real benefits of a music education and an adverse impact on educational standards generally.
It will also undermine our currently vibrant creative and cultural economy.
Including Music GCSE in the English Baccalaureate will not jeopardise the intent of the Government – pupils will still study a broad-range of subjects which remain challenging, rigorous and academic.
Darren Henley, in the independent review of music education commissioned by the government and published in February 2011, made the key finding that Music ‘should be included as one of the subjects that go to make up the new English Baccalaureate’.
The Government’s response, under the signature of the Secretary of State for Education, and Minister for State for Culture and Creative Industries opened with the comment;
“…Music is an enriching and valuable academic subject. Research evidence shows that a quality music education can improve self-confidence, behaviour and social skills, as well as improve academic attainment in areas such as numeracy, literacy and language. This is why it is vital that a quality music education is available to all children and young people across the country…”
The decision announced by the Secretary of State for Education not to include music in the English Baccalaureate will diminish the ability of the English Baccalaureate to produce the stated aim of providing a truly well rounded educational outcome for those pursuing the qualification.
I hope that the Education Select Committee will give this grave matter due consideration, and be able to come to the view that it will be beneficial for the overall educational outcomes of future generations to do all in their power to ensure that the Secretary of State reverses his earlier decision and includes music within the English Baccalaureate. 5th April 2011
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Written Evidence Submitted by Jane Ellison MP
Extracts from emails to Jane Ellison MP from Fr John Dickson of the Salesians of Don Bosco and Mr Ben Thomas, Headmaster of Thomas’s Battersea. Please consider as a submission as evidence in the examination of the introduction of the English Baccalaureate.
I would like to raise with you the question of RE in schools, particularly the strange omission of RE from the new English Baccalaureate. Given the popularity of this subject especially its flourishing as an A‐level subject, and its academic rigour recognised by so many universities it is strange that it is not recognised as one of the Humanities which count towards the EBacc.
Given that RE has always been a central part of the curriculum of maintained education and that understanding and being educated in Religion is more and more important in such a diverse community as we live in in Battersea. I would kindly ask if you would be willing to support this motion and become one of its signatories.
Having been a section 48 Ofsted inspector for 5 years I can testify to the quality and excitement that Re can generate among youngsters in our schools and we know that were it to be excluded from the Ebacc it would not recognise its real importance for human education.
Fr John Dickson SDB, MA (Oxon) PhD, NPQH Salesians of Don Bosco
Briefly, I write to bring to your attention to Early Day Motion 1375, which asks for the inclusion of Religious Education (currently excluded) as part of the English Baccalaureate. I am fully in support of this motion, not only for the academic value of the subject in its own right, but also for the absolute relevance that religious education has for young people in today's world. Tolerance will surely come only through understanding of each other's religions, and understanding through education.
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Written Evidence Submitted by Mrs S Bamforth
I am a retired schoolmistress who witnessed, over a number of years, the sorry reduction of opportunities to enjoy, learn and appreciate music in schools.
To drop music from the GCSE syllabus would be to deprive pupils of an intellectual, healthy and social skill which lasts a lifetime.
If music to GCSE standard were not available in state schools, only those children from affluent or middle-class backgrounds, where parents can afford to pay tuition fees will benefit. Music would quickly become elitist.
How many periods of science are timetabled in the school week? How many pupils follow science when they leave? How man people of all ages enjoy singing, going to concerts and gigs? More, I believe.
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Written evidence submitted by Hampshire Music Service Music at GCSE level is a challenging, rigorous academic subject which contributes to a broad, excellent education. The decision by the Secretary of State for Education not to include music in the English Baccalaureate is of grave concern and I hope that the Education Select Committee will consider this matter. The government’s proposal for an ‘EBacc’ certificate raises two broad questions: a) is it justifiable in principle: will the focus on a specific group of subjects at KS4 lead to higher and broader attainment for all young people; and if so, what subjects should be specified? b) what will the practical consequences of the proposal be: will young people choose different subjects at KS4; and if so, what impact will this have on wider educational provision? This response specifically reviews these two questions from a musical perspective: is it justifiable to exclude music from the EBacc, and what will the practical consequences be for music provision across the secondary phase if it is excluded? Is the idea justifiable in principle? No philosophical or research rationale has been provided for the choice of subjects in the proposed EBacc for 16 year-olds. There has been talk of academic rigour, and of providing access to ‘academic pathways for all’, but the rationale for the specific selection of subjects has not been publicly declared. If there were to be such a declaration, it would presumably focus around logical and critical thinking. These are important attributes for all young people to develop, but a student with an EBacc would only be showing these attributes: they would not be demonstrating their capacity with regard to: • Creativity and culture; • Moral, philosophical or faith issues; • The importance of physical well-being; and • Technology and / or design for a specific purpose As such, the EBacc would only demonstrate those aspects of ‘intelligence’ that are part of what international research on multiple intelligences would call ‘logico-mathematical’ or ‘linguistic’ capability. The other five major areas of intelligence (all identified as possessing unique brain functions) would not be recognised. As much as anything, therefore, the present selection of subjects recognises what the student cannot do as much as what they can do. Seen from this perspective, the specific omission of music from the ‘permissible subjects’ is questionable. It has a long history of academic rigour, recognised by the foremost universities, and recent neuroscience has confirmed the initial findings of Howard Gardiner that music is a unique function of humanity. It requires logic, problem solving and critical thinking. Significantly, however, it also develops other attributes which are essential for modern life: creativity, team work, empathy—key
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attributes for success in business and society. A student choosing four of the proposed EBacc subjects and music would therefore be demonstrating far greater skills and long-term academic and personal potential than a student choosing simply five subjects from the proposed areas. The current list of subjects for the EBacc will not therefore lead to higher and broader attainment for all young people—it would actually restrict it. By including music as part of the EBacc, some at least of the broader attainments that business and society need would be recognised. What will the consequence of the proposed five subject areas be? At pupil level, this will result in pupils choosing subjects at which they show less potential than in other subjects. For instance, a student may be choosing their last subject and deciding between music (predicted grade: A/B) and history (predicted grade: B/C). If, by selecting history, they would complete the EBacc, they will come under enormous pressure to select history—by both schools (wishing to improve their league table status) and parents (wishing to allegedly maximise their offspring’s chances of entering university). At school level, this could be catastrophic for small subject departments—such as music. If fewer pupils opt for the subject because it is not part of the EBacc, more schools will decide that it is not viable to run the course because of low numbers. There is increasing evidence that the growing pressure on school budgets is leading to decisions that minimum numbers of 10 or more are required for a subject to run at KS4. With vocational courses (such as BTEC and NCFE courses) also now being given questionable status, there will be even less chance for subjects such as music to survive at KS4. As the Henley Review noted: ‘I believe that Music should be included as one of the subjects that go to make up the new English Baccalaureate. Otherwise, there is a risk that the subject may be devalued.’ If music teachers are no longer required at KS4; and schools have already changed to a two-year KS3 (meaning that no music teaching is required in Year 9); and a school has become an academy which is not required to teach the national curriculum: why would it feel obliged to retain music as a curriculum subject at all? It might argue that it could save costs by making all curriculum music teachers redundant, and simply offer instrumental / vocal tuition to those who want (and can afford) it. A few opportunities for extended-curriculum ensembles and choirs would satisfy the few artistically-inclined parents, and would be much cheaper to run with non-qualified musicians. The ultimate consequence, therefore, is that a combination of the current proposal for the EBacc and other pressures on schools would result in music simply disappearing from a number of secondary schools. It is impossible to square this with the government’s avowed intent to provide effective music education for all students, and to improve what it regards as the current ‘patchy’ provision. The solution There are three possible ways of resolving this situation:
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a) drop the idea of the EBacc completely. It is of questionable value, has no coherent rationale and will narrow the curriculum to a significant extent at KS4 b) change the fifth ‘subject area’ to be ‘Humanities and the Arts’ c) change the EBacc so that it is awarded for six or more GCSE subjects: the five proposed areas plus one more of the student’s choosing. Although the statistics have not been verified, it would seem very likely that most students with the capacity to ‘pass’ five GCSE subjects already also ‘pass’ six subjects. This proposal would therefore not penalise many students, but would enable all students to show not only their traditional academic prowess, but also their wider academic, intelligence and personal prowess. If it does go ahead I urge the Committee to encourage the Secretary of State to include music within the English Baccalaureate. 26 April 2011
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Written Evidence Submitted by Anna Blakemore I am writing in support of the campaign to include Music in the English Baccalaureate. When I was 17 I attended a meeting with my form tutor to discuss my plans for university. Between us lay my school reports: As and A*s across the board at GCSE and straight As at AS‐level. I was asked what I was planning to apply for and when I declared my interest for Music the teacher dismissed the idea on the grounds that I should apply for something more academic given my continuous record of outstanding academic achievement. Fortunately I did not listen to this teacher and, six years later, I have graduated from Oxford University with a BA in music and have started a PGCE course in music specialism. I have gone into teaching with the goal to share my passion and interest for the highly intensive and incredibly rich subject, and to encourage students to continue to pursue the study of this subject as I truly believe that it is not only a pursuit that is highly rewarding and enjoyable, but one that is extremely challenging along the way. However, amidst my life on ‘the other side of the desk’, I have the strange sensation that I am 17 again and am being forced to justify the subject that has been at the centre of education since the times of antiquity. Now I am teaching I am only too aware of the challenges that GCSE music presents. Students are required to navigate their way through the set or suggested works of the syllabus, calling upon in‐depth knowledge of music theory, extensive understanding of the development of music, and highly secure analytical skills. Composition and performance relies on the above as well as excellent musicianship, emotionally mature creativity, and the essential ICT skills which are now needed. Music is a subject which overlaps with Mathematics, English, Languages and History—are these not subjects in the EBac?—as well as being a subject in its own right. It is a subject which requires students to make cross‐discipline connections and which relies on tremendous amounts of dedication and self‐motivation. Over the years I have seen students virtually live in the music room, practise for hours of their own volition and freely return to school for rehearsals and concerts. Over the past year I have taught students to translate black dots into meaningful arguments enriched with historical, religious and cultural references, and to transform a blank computer screen into a display of personal expression and extensive knowledge of music theory and conventions. And, recently, I have begun to wonder how quickly students will lose faith in music when they see that it is not valued as it should be. The ramifications of this should not be taken lightly; students will lose the opportunity to be stretched academically, schools will miss out of the chance to foster active music departments full of dedicated and motivated young people, and the country will skip a generation of musically talented and culturally knowledgeable people. The study of music is a way to take part in a rich cultural heritage, to develop highly specific abilities, and to cultivate knowledge and skills relevant to a broad range of subjects.
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Don’t children deserve the opportunity to be encouraged to choose a subject that will only be beneficial for their academic, creative and personal development? Thank you for taking the time to read this letter. 26 April 2011
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Written Evidence Submitted by Elisabeth Wigley, Merton Music Foundation
Music at GCSE level is a challenging, rigorous academic subject which contributes to a broad, excellent education. The decision by the Secretary of State for Education not to include music in the English Baccalaureate is of grave concern and we hope that the Education Select Committee will consider this matter.
As a former Head of Expressive Arts in a London Boys Comprehensive School I know from firsthand experience the benefits to pupils of studying an arts subject at GCSE. The school had a policy of encouraging pupils to take one arts subject as we believed that the different types of learning gained from studying music in particular had a positive effect on all other areas of their academic performance as well as being an enjoyable and fulfilling subject in its own right.
Music is an important and difficult academic subject which incorporates creativity. It also has numerous extrinsic benefits: improving numeracy and literacy, supporting social cohesion and developing children’s emotional intelligence. In my experience it has proved transformative for some groups of pupils, particularly those who find engaging with more ‘formal’ aspects of the curriculum very challenging. In a few cases it has enabled students at the risk of exclusion being able to remain at school, whilst supporting the more able to pursue a high level of excellence (with students at the level of achievement necessary to join the National Youth Orchestra) working together in the same classroom.
In the UK, music education is world class and generates both the audiences of the future as well as the professional musicians who contribute so significantly to our constantly growing creative and cultural economy.
There is no doubt that the English Baccalaureate as it is currently framed will lead to schools deciding not to offer music at GCSE level. The net result will be the loss of the very real benefits of a music education and an adverse impact on educational standards generally. It will diminish access and equality of opportunity for those talented in this area of the curriculum and impoverish the cultural life of the school. In my current role of Deputy Director of the Music Service I work closely with all the High schools and know that the decision as it currently stands will do untold harm to the provision of a varied and wide‐ranging curriculum on offer to pupils in our London Borough.
Including Music GCSE in the English Baccalaureate will not jeopardise the intent of the Government—pupils will still study a broad‐range of subjects which remain challenging, rigorous and academic. Darren Henley, in his independent review of music education published in February, made the key finding that Music ‘should be included as one of the subjects that go to make up the new English Baccalaureate.’ And the Government responded by saying that music is an ‘enriching and valuable academic subject’.
I urge the Committee to encourage the Secretary of State to include music within the English Baccalaureate.
9 April 2011
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Written evidence submitted by the Royal Geographical Society (with IBG) 1. The Royal Geographical Society (with IBG) is the learned society and professional body for
geography and geographers. The Society maintains a strong overview of the discipline, its position and its practice in schools, higher education, and the workplace, including professional accreditation. We advise on and support its advancement, dissemination and practice in these realms and within wider public engagement and policy. We have 15,000 members and Fellows and our work reached more than five million people in 2010. Each year the Society works, on a face-to-face basis with teachers and pupils from over 50% of English secondary schools1 and our online educational resources receive 400,000 ‘user sessions’ annually.
2. The purpose and benefits of the English Baccalaureate (E-Bac) and its value as a
measure of pupil and school performance
2.1 The Society welcomes the overall framework and choice of subjects for the E-Bac and believes it will provide benefits to schools, universities, employers and most importantly young people. Above all, in our view it represents a quality attainment of learning in the key subject areas for pupils and an appropriate standard for appraising school performance. The Society believes, on the evidence it has of the requirements of Higher Education and employers, the E-Bac also provides the platform necessary for successful further study and careers.
2.2 In our view, the recent expansion of ‘vocation’ courses for 14-16 year olds has reduced the opportunity for many pupils to encounter the rigorous knowledge, understanding and subject disciplinary skills that are provided by the E-Bac subjects. The Society regards the age of 14 as being too early for young people to ‘leave behind’ the benefits that are gained by studying the full range of E-Bac subjects. We support the recommendation of the Wolf Report that vocational subjects should represent no more than 20% of the curriculum for 14-16 year olds.
2.3 Clearly, not every pupil will achieve the E-Bac. However, its introduction should help ensure that all schools provide a broad and balanced curriculum for all pupils, which can broaden horizons, aspirations and life chances rather than narrowing them. The less academically able pupils should, in our view, be encouraged to study some of the E-Bac subjects even if not able to attain full E-Bac levels of qualification. To this end we hope that performance targets will not inadvertently penalize schools that encourage pupils to aspire to the E-Bac, knowing that they may well not reach full E-Bac qualification.
2.4 The reporting of the E-Bac in school performance tables has our full support as it will remove the unhelpful practice of schools including ‘vocational’ qualifications as GCSE equivalents. As the Wolf report identifies, “In recent years, both academic and vocational education in England have been bedeviled by well-meaning attempts to pretend that everything is worth the same as everything else. Students and families all know this is nonsense.”2
3. The choice of subjects included in the E-Bac 1 The Society’s face-to-face work includes providing CPD training, online resources and networks for teachers; careers and further study workshops, study days and field visits for pupils; presentations from Geography Ambassadors, lectures and other events. 2 Review of Vocational Education: Wolf Report 2011 pg 8
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3.1 The Society strongly supports the inclusion of English, mathematics, two sciences, a language and the choice of history or geography in the E-Bac. These subjects equip 16 year olds with the essential grounding in a core group of rigorous academic subjects. The subjects have credibility with parents, with employers and within Higher Education. They also provide the necessary knowledge and skills base which is demanded by many employers.
3.2 The Society welcomes the Russell Group’s Informed Choices report which identifies a similar range of E-Bac subjects for study at A Level as “facilitating subjects” which open up, rather than close down options for study at university3.
3.3 The Society particularly welcomes the inclusion of geography, alongside history and ancient history, within the Humanities strand of the English Baccalaureate. This support is endorsed by the Society’s Vice-President for Education and its Education Committee4. The Society supports and welcomes the comment by the Secretary of State for Education Michael Gove MP, that “The decision to include geography and history in the humanities section of the English Baccalaureate will mean that those subjects, which have seen a decline in the number of students pursuing them will at last see an increase.”5
3.4 We do not believe that the number of subjects in the humanities strand should be expanded further.
3.5 The case for inclusion of geography in the English Baccalaureate rests on the fact that it is the subject through which students learn about the world – its people, places and environments. Of particular importance are: 3.5.1 The content of the subject. Geography is the systematic study of the world’s
surface; its characteristic physical and human features and landscapes, and their formation. It is how young people learn about Britain and the wider world they live in, and depend upon, for food, energy, water and other resources. Underpinned by core knowledge and concepts, geography is the subject that also teaches knowledgeably about the environmental, social and economic processes that differentiate places, that bring about changes to places (neighbourhoods, regions and countries) and that connect places together.
3.5.2 The nature of the subject. Geography provides an essential role in education that spans (and integrates) the human and natural sciences. This scope enables students to study how humans depend on, utilise and interact with the environment; interactions that lie at the root of many of our environmental challenges, (including climate change) in the world today, and that inform learning about sustainability. At school, geography GCSE is also the root for subsequent specialisation into A level geography, social science and environmental science.
3.5.3 Geography as the spatial science. In a world where some 80% of our data is geo-referenced, mapped and subject to spatial analysis, including much of the current free data being made available to communities, people need to know how to access and use this data to understand their neighbourhoods, towns and regions. Geography is the subject through which young people learn how
3 Informed Choices, Russell Group 2011 4 The Society’s Education Committee includes headteachers and senior school managers, head of geography departments, geography teachers and geography PGCE tutors. 5 (Hansard 7th February 2011: Column 10)
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to select, interrogate and interpret soundly such data. Geo-spatial analysis and visualisation is also a significant economic and employment growth area.
3.5.4 The rich subject-specific and generic skill mix that is learned through geography and which makes geographers very employable (see section 4.10). Subject specific skills include spatial skills, use of maps, computer-based mapping (GIS), fieldwork analytical skills, integrating complex data and ideas. Generic skills learned through geography include team work, IT skills, critical thinking, research, data analysis, report writing and problem solving.
3.6 Given the depth and range of material necessary to teach geography successfully at GCSE6 the Society does not support any moves to provide a combined or integrated humanities course at GCSE. Ofsted has identified that, at KS3, “broad humanities courses tended to focus on teaching generic learning skills rather than knowledge and understanding that was specific geography.” In almost a third of the schools Ofsted visited changes (such as the integration of subjects) at KS3 were having an impact on the quality of what was provided as well as on the time available, resulting in less geography being covered7. The Society does not wish to see this experience repeated within any proposal for combined or integrated courses in geography and history at GCSE.
3.7 The Society notes calls for the inclusion of Religious Education, which is already a
statutory requirement to the age of 16, within the humanities strand of the E-Bac. The Society does not support its inclusion in the E-Bac with statutory status. If RE wishes to be included in the E-Bac then its statutory status at GCSE should be removed. Our view is based on a significant issue of principle concerning parity of choice across subjects that are statutory or non-statutory. We do not believe pupils would well served by being presented with an invidious ‘option’ in humanities between statutory and non-statutory subjects, a choice which does not occur elsewhere in the E-Bac. If RE was to be included with its statutory requirement, the Society fears that some school leadership teams would choose a ‘route of least resistance’ through which a GCSE in Religious Education becomes pupils’ de facto humanities option. For example, a school could require KS4 pupils to study an extra hour of RE, alongside their existing statutory lesson. This would be enough time for a RE GCSE and hence remove the need for pupils to study either geography or history as part of their E-Bac. The E-Bac humanities option has been developed to specifically encourage more pupils to study GCSE geography or history. The Society fully supports the Minister of State for Schools Nick Gibb MP comment, “One of the intentions of the English Baccalaureate is to encourage wider take up of geography and history in addition to, rather than instead of, compulsory RE.”8
4. The implications of the E-Bac for pupils, schools and employers
4.1 The Society’s considered view is that the E-Bac will ensure more young people have the opportunity to choose geography at GCSE and that it will raise the numbers choosing to study it. Since 2002 the number of English candidates entered for a
6 We believe many historians would hold similar views about the importance of providing a discrete and coherent GCSE in history. 7 Ofsted Geography Learning to make a world of difference 2011 pg 31 8 (Hansard 31 Jan 2011: Column 553W)
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GCSE in geography has fallen from 215,056 to 174,347 in 20109. The Society welcomes, for example, the heartening news from the Ark Schools that the average take-up in geography GCSE has risen from 15% to 22% in 201010. From anecdotal evidence we understand other schools are already reporting or anticipating an increase in take-up too. We welcome inclusion of information about the E-Bac in KS4 guidance and options materials that schools are providing to pupils and their parents11 In all, it is good news for geography.
4.2 The Society believes the E-Bac will promote to head teachers and school governors the important contribution that geography makes to young peoples’ education. The active support of head teachers is a necessary precondition if geography is to be supported and well taught. For example, a key finding in Ofsted’s latest subject report on geography, identified that “Where provision (in geography) was improving, it was usually because head teachers acknowledged the value of geography, invested in subject-specific training and monitored the curriculum effectively to ensure coverage of and progression through the programme of study. “12
4.3 The E-Bac has a particularly important role in re-establishing geography as a GCSE course in the relatively small, but increasing, number of schools that currently do not enter any GCSE candidates in this subject. The Society is concerned that currently there are 137 maintained schools and 19 academies that did not enter any pupils for this qualification in 200913.
4.4 There is a marked difference in the proportion of pupils who study geography at GCSE across lower and higher income bands. The Society thinks the E-Bac can help address this. For example, pupils in high performing maintained and shire-county schools are more likely to study geography than their peers in lower income or inner-city schools. For example, only 9% of pupils in Knowsley (142 candidates) were entered for a geography GCSE, compared to 20% of pupils in Inner London LEAs (4,681 candidates), 27% of pupils in Outer London LEAs (13,676 candidates)14 and 31% of pupils (1,238 candidates) in the East Riding of Yorkshire.
4.5 To maximize the successful provision of GCSE geography, through the E-Bac, the recent Ofsted recommendations should be enacted. Namely, that schools should improve the quality of provision in KS3, so preparing pupils well for KS4; provide subject-specific support and professional development to improve teachers’ confidence and expertise; and maximise opportunities for fieldwork to enhance learning and improve motivation. All are essential, but enabling teachers to
9 Joint Council for Qualifications examination results www.jcq.org.uk 10 Amanda Speilman. Research and development director Ark Schools TES Letters 4.3.2011 11 For example the following was included in material provided to pupils and parents at Graveney School, London. “ Key Stage Four Course Choices ENGLISH BACCALAUREATE (EBAC). As you will be aware, the government is planning to introduce an overarching certificate to be known as the English Baccalaureate from 2012. This will be awarded to students who achieve A*-C GCSE passes in English, Maths, two sciences, a modern or classical language, and either history or geography. It will therefore recognise the student’s achievement across a broad range of subject areas. Although some of these subjects are compulsory at Graveney, the school believes it is important that students choose optional subjects which they enjoy and at which they are likely to succeed. However, we strongly recommend that when you are discussing Key Stage 4 optional choices with your son/daughter you include the possibility of achieving the English Baccalaureate as one of your considerations.” 12 Geography: Learning to make a world of difference pg6 2011 13 Ofsted: Learning to make a world of difference 2011. The number of schools not entering pupils for geography GCSE has risen from 2007 when 97 maintained schools and 6 academies to the 2009 figures of 137 maintained and 19 academies. 14 Department for Education (2010) House of Commons Library Deposited paper DEP 2010-2161
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undertake subject-specific CPD will require a change in approach to CPD in many schools.
4.6 The Society has proven experience of successfully providing the subject specific support and professional development that Ofsted recommends, through our work on the DfE supported Action Plan for Geography15. This is a subject disciplinary initiative focused on the teaching and learning of geography in English schools and it has involved 1,700+ English secondary schools (50% of the maintained sector) in face-to-face CPD, curriculum development and presentations by Geography Ambassadors. More than 5,000 teachers have attended Action Plan CPD events and in evaluations of this CPD over 90% of teachers rated it as either good or excellent. Geography Ambassadors have provided presentations on key topics and about the relevance of geography to further study and careers to some 107,000 pupils. The Action Plan’s online resources and support, have received more than 1.25 million ‘user sessions’16. 95% of teachers who have used this website and provide feedback on it rated it as good or excellent. The Action Plan has had a positive impact on the range of support provided to teachers, and their confidence about being able to maintain or improve the quality and status of geography17.
4.7 It should be noted that Ofsted recently commented on the impact of the Action Plan for Geography, stating that, “the best geography was usually seen in schools which were participating in the professional development programme offered through the Action Plan for Geography, in specialist humanities schools or where the school shared good practice with local partner schools.”18 Given the investment made by government in supporting geography teaching and learning through the Action Plan, this is heartening; but there remains still work to be done to improve quality among remaining underperforming schools and teachers.
4.8 The maintenance of subject-based professional standards, centred on up to date subject knowledge and pedagogy, is another essential element to high quality teaching in the subject. In our role as the Professional Body for geography, the Society has been offering the professional accreditation for individual Geography Teachers - Chartered Geographer (Teacher) - for the past five years. This accreditation was the first ‘subject specific’ Chartered accreditation to be offered to teachers. It provides a robust and externally assessed and validated mechanism for supporting and recognising geography teachers’ professional standing and ongoing development. In addition to Chartered Geographer (Teacher) other comparable Chartered schemes, all meeting the requirements of the Privy Council for Chartered accreditation, are available for science and mathematics teachers and under development for history and English teachers. They will soon provide a ready-made suite of accreditations across most of the English Baccalaureate subjects.
15 The Action Plan for Geography 2006-2011 is funded by DfE and jointly and equally run by the Royal Geographical Society (with IBG) and the Geographical Association. 16 A ‘user session’ is a discrete period of time when one individual user has access the website and is browsing its materials. 17 The Action Plan final evaluation (March 2011) has identified that 76% of respondents feel there is more support provided by the subject bodies for geography, when compared with 4 years ago. 96% of respondents feel either very or quite confident about being able to maintain or improve the quality and status of geography in their school. 46% of respondents reported increased numbers for GCSE, 20% similar numbers, 34% a decline (note: this survey was completed before E-Bac effect has been seen). 75% of respondents reported increased numbers at A Level, 7% similar numbers, 18% a decline (ditto). 246 teachers completed the evaluation from a cohort of 2,000 a response of 12%. 18 Geography: Learning to make a world of difference Ofsted February 2011
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4.9 There is some, as yet anecdotal, evidence concerning two possible negative implications for schools and pupils of the introduction of the E-Bac in relation to geography. These are largely related to the ‘down sides of success’ however they still present potential challenges. They are: (a) reallocation of subject specialist geography teachers into expanded GCSE classes, leaving more non-specialist teaching at KS3. This could exacerbate the weaknesses in geography at KS3 that Ofsted has identified. The same may apply to fieldwork, leaving fewer fieldwork opportunities at KS3. (b) A shortage of geography teachers. We have had Head teachers report to us that recruitment of quality specialist teachers to geography posts is often harder than to recognised ‘shortage subjects’ such as maths and the sciences. Combine a greater demand for teachers owing to increased GCSE numbers, plus the continued reduction in the number of initial teacher education places provided for geography, and real problems in specialist teacher numbers in geography could emerge quickly. The Society welcomes Government plans to increase the numbers of teachers trained through Teach First, and we would be pleased to offer our support to that training and professional development to ensure a good supply of quality geography teachers.
4.10 The implications for employers and potential employees of the E-Bac containing geography would appear to be entirely positive. Young people will be trained with the knowledge and skills required by employers. Recent studies of graduates have demonstrated the employability of geographers. 4.10.1 A survey by Esri UK, the leading Geographical Information Systems
business, (published November 2010) of 200 business leaders across the UK public and private sectors showed that the graduate skills/knowledge they are looking for in future employees are critical thinking (78% of businesses leaders), advanced analytical skills (76%), understanding and interpreting complex data (71%), advanced technology skills (57%) and understanding socio-economic environments (54%) – all of which are gained through a geography degree.
4.10.2 The NERC/ Environmental Research Funders report (2010) on professional skills needs in the environment sector, which draws on the perspectives of more than 140 employers, highlights 15 critical skills gaps. A training in geography contributes significantly to the development of at least seven of those skills areas.
4.10.3 The most recent Higher Education Statistics Agency (HESA) survey of university graduates (2010)19 showed the unemployment rates for geographers to be among the lowest recorded, second only to law.
4.10.4 Independent analysis of a randomly selected sample from the UK Quarterly Labour Force Survey (First Quarter 2010) further substantiates employability. This survey is of a sample of more than 100,000 residents in the UK of all ages. Geography graduates show a relatively high employment rate: 85% are working either in full time or part time jobs, compared with an overall average for graduates of 82%. Using graduates of sociology, media studies, history, and chemistry/physics as a varied group of four comparators within the analysis 67% of geography graduates in employment work in professional and managerial jobs, within the comparator group geography is second highest to chemistry/physics (78%) and significantly higher than
19 This survey collects employment data 6 months after graduation.
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media studies (54%) and sociology (56%). 74% of geography graduates earn more than £20,000 per year, above the overall average of 70%20.
5. International comparators for the E-Bac
5.1 The Society notes and welcomes the fact that the Wolf Review identified “retention of a large common (ie academic) core is consistent with recent developments and current practice among our European and other OECD partner nations.”21
5.2 The Society also welcomes the attention the Department for Education is giving to learning from high performing international educational systems. We welcome Dr Tim Oates’ comments that “in all high-performing (international) systems, the fundamentals of the subjects are strongly emphasized, have substantial time allocation, and are the focus of considerable attention in learning programmes”22.
March 2011 20 This analysis was carried out in January 2011 by staff at Birkbeck College, London University 21 Review of Vocational Education – Wolf Report pg 11 2011 22 Could Do Better: Using international comparisons to refine the national curriculum in England 2010 Cambridge Assessment.
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Letter to Michael Gove MP from Specialist Schools and Academies Trust, London region I am writing on behalf of the Specialist Schools and Academies Trust (SSAT) London Headteachers Steering Group, which represents over 400 London Secondary Headteachers, all of whom are members of the SSAT London Heads Forum. As Chair, I represent the London Regional Steering Group on the SSAT National Headteacher Steering Group. At our steering group meeting on 18 January, we spent considerable time discussing the English Baccalaureate (EBacc) as proposed in the White Paper "The Importance of Teaching". I am aware that the chair of the SSAT National Headteacher Steering Group, John Townsley, wrote to you on 10 December about the EBacc and that John has received a response from the Minister of State for Schools inviting dialogue with officials on the content of the EBacc measure. As London school leaders, we will aim to make a constructive contribution to that dialogue. However, I would also like to make you directly aware of the following strongly-held views of London school leaders, some but not all of which were represented in the earlier communication. Whilst perhaps understanding a desire to look at a pluralist model of attainment measures, we feel that as proposed, the EBacc is far too narrow a measure, (a measure not a baccalaureate), serving the needs of a minority of children. Firstly, we are concerned that Applied Science and Applied Languages are not included. These are well established practical courses in the context of strong academic rigour. Likewise, the lack of acceptance of any equally well established BTEC courses, (such as Science) which are in no way "soft options", but rather are about appropriate styles of learning and assessment. Different children of similar ability often learn in different ways and only via recognition of this, in science for example, will we produce the sonographers, engineers and technicians for our future. The inclusion within performance tables of the EBacc in its present form clearly pre-empts the Wolf review and runs counter to education being about developing appropriate pathways for young people with clear progression routes into further learning. Secondly, the pillars of the EBacc are far too narrow and somewhat atavistic. Whilst some community languages are now recognised, performance tables already reflect language GCSE, and indeed science, and to Venn them as a collective measure will lead to inappropriate compulsion and a perverse incentive that cements disparity. Thirdly, we believe that the view of humanities remains restrictive and arbitrary. Clearly a humanities pillar must include History and Geography, but should also include RE and a number of other options. Finally it is shocking that creative subjects are precluded from this measure. To label them as "complementary" is demeaning in the extreme. Music, art and drama are demanding academic subjects in schools in 2011, one of our country's great success stories, and huge contributors to the UK's economy. You have expressed concern about so called "false equivalences" We would argue that raising the status of Biblical Hebrew and Ancient Greek above that of Music, RE, Art or Drama creates a false equivalence and undermines the credibility of the EBacc measure. We would be happy to discuss our shared concerns with you. A copy of this letter goes to John Townsley, Chair of the SSAT National Headteacher Steering Group, and Elizabeth Reid, Chief Executive of SSAT, with whom it has been discussed. February 2011
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Written evidence submitted by SCORE
About SCORE SCORE is a partnership of organisations, which aims to improve science education in UK schools and colleges by supporting the development and implementation of effective education policy. The partnership is currently chaired by Professor Graham Hutchings FRS and comprises the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Chemistry, Science Council and Society of Biology. SCORE welcomes the opportunity to provide evidence for the Education Committee’s inquiry into the English Baccalaureate.
SCORE partners’ response covers: • The purpose and benefits of the English Baccalaureate and • The implications of the English Baccalaureate for pupils and schools.
In summary:
• The English Baccalaureate is trying to serve dual purposes (school accountability and pupils’ attainment) and runs the risk of raising the stakes of some examinations, which in the past has led to narrowing of curricula in schools and pupils being entered for inappropriate examinations.
• We would therefore like to see a consultation on developing a school accountability system with aims that benefit all pupils and serve the needs of the country.
• The use of the word ‘baccalaureate’ is misleading given that it normally refers to a passport to HE study including accreditation of project-based work and other skills-related learning.
• One of the aims of the English Baccalaureate is to drive the take up of individual sciences, however the timetabling pressures introduced by the English Baccalaureate may result in fewer pupils having the opportunity to study separate sciences. Schools may also concentrate pupils efforts on the two sciences either for which they have specialist teachers or based on their results in early assessments.
1 The purpose and benefits of the English Baccalaureate and its value as a measure of pupil and school performance
1.1 School accountability 1. One of the stated aims is to provide a ‘powerful incentive for schools to drive the
take-up of individual science subjects, humanities such as history and, especially, foreign languages’. We broadly welcome the desire to encourage schools to provide more students with the opportunity to follow an academic curriculum.
2. Undoubtedly, the English Baccalaureate will lead to a greater proportion of students taking this collection of six academic subjects at GCSE (this stood at 15.6% in 2010). However, there are other ways of increasing the take-up of the English Baccalaureate subjects.
3. In 2010, 70% of maintained schools entered students for the three separate sciences; it is unlikely that the English Baccalaureate will incentivise schools to drive the take up of the separate sciences any further. The introduction of the English Baccalaureate as it stands may well reduce the number of pupils taking GCSEs in three separate sciences.
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Timetabling pressures caused by accommodating the English Baccalaureate subjects may restrict the amount of teaching time available such that some schools are not able to offer the separate sciences alongside Science and Additional Science.
4. The science measure for the English Baccalaureate (for those students taking three separate sciences) will be the top two grades from the three separate sciences. There is a concern that schools might concentrate pupils efforts on the two sciences either for which they have specialist teachers or based on their results in early assessments.
5. It would seem that another aim is to steer schools away from offering tactical curricula to improve their league table position. We welcome this aim. Schools should be rewarded for providing a rich, diverse and appropriate curriculum for their students.
6. However, the English Baccalaureate is a very specific measure that looks at just one aspect of a school’s performance. If schools focus on maximising pupils’ success in the English Baccalaureate, they are likely to pay less attention to other aspects of performance including – breadth, choice and flexibility.
7. A complementary accountability measure would relate to the provision of specialist teaching in all the core academic subjects; in this way, all pupils will have the opportunity to study the core subjects under the tutelage of a subject specialist. If the pupils enjoy and succeed in those subjects, they are more likely to want to continue in the subject and should have the opportunity to do so.
8. The announcement on the English Baccalaureate early in this administration’s period of Government has sent a message that schools that have a larger proportion of academically successful pupils will be more highly regarded than those that offer non-academic routes. The role of the English Baccalaureate should also be considered in the context of Alison Wolf’s review of vocational education.
1.2 Measure of pupil performance 9. It is not clear whether the English Baccalaureate is being certificated, and hence also
intended as a measure of pupil performance. Nevertheless, it will be picked up by pupils, through their schools and through, for example, university matriculation requirements, as a mark of achievement (or otherwise).
10. The use of the word ‘baccalaureate’ is misleading given that it normally refers to a passport to HE study including accreditation of project-based work and other skills-related learning.
11. As a measure of pupil performance, it is very crude and specific: it will reward broad academic success and is a basic pass/fail certification. It will introduce failure to a large number of pupils.
12. Pupils who are interested in following a technical or vocational route will be particularly poorly served by the English Baccalaureate. Their performance (and that
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of their schools) will not be measured at all by the proposals. There will also be many able, talented and ambitious pupils whose skills, interest and future plans are not represented in this very specific set of subjects.
1.3 Linking the measurement of school and pupil performance 13. It is the case that schools should be accountable. Recently this accountability has been
achieved using metrics based on the performance of students in exams. Hence exams have become ‘high stakes’: they have taken on the dual role of assessing pupils and holding a school to account – often through league tables.
14. We acknowledge that league tables exist and that it will be hard to put the genie back into the bottle. However, it would be preferable to have a system with more subtle and intelligent metrics than solely student performance in exams.
15. We would like to see a consultation on developing a school accountability system with aims that benefit all pupils and serve the needs of the country. It should encourage schools to give pupils access to a rich, diverse, high quality provision and to match pupils to the best route for them, to maximise their potential and to prepare them for HE or for work. It should be possible to show, logically, that the accountability will lead to achieving those aims.
2 The implications of the English Baccalaureate for pupils and schools
2.1 Effect on the curriculum 16. The combination of league tables based on performance in high stakes exams and
commercially competitive Awarding Organisations has led to a number of unintended and undesirable effects on the curriculum. For example, there has been a reduction of real choice for some students as there is a pressure on schools to enter pupils for courses that yield as many high GCSE grades (or equivalents) as possible.
17. There has also been deterioration in the quality and demand of assessment items and a consequent reduction in the quality of the learning experience. Consequently, the performance measures have led to the curriculum becoming less, not more, academically challenging.
18. The same logic can be applied to measuring school performance using the English Baccalaureate to show that it will reduce the breadth and quality of the curriculum offering; the available subjects, their combinations and the way they are taught will all be driven by the school’s targets.
19. In particular, the opportunities to follow a technical or vocational route may be reduced for 14 year olds. This will have a feedback effect on 11-14 year olds with the likelihood that there will be fewer opportunities to experience technical or artistic subjects in the future, as they will not lead to qualifications that contribute to the English Baccalaureate.
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2.2 Pupils 20. It is often difficult for a school to address the needs of pupils and do well in league
tables based on exam results. The high stakes in those examinations can drive schools to make curriculum and entry decisions more in the school’s interest than that of the pupils.
21. We have heard anecdotally that as a result of the English Baccalaureate some schools are separating science and mathematics students by ability at age 14 to ensure that as many of them as possible attain at least a C grade. Separating by ability may well work for students in terms of their specific learning needs. However, the overall danger reinforced by the English Baccalaureate is that a significant proportion of students will be entered for either undemanding qualifications or qualifications that are unsuitable in terms of further progression.
22. Another consequence of this approach will be that the most able and the less able pupils will, once again, lose out as there will be continued concentration on pupils on the C/D border line.
March 2011
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Written evidence submitted by OCR
Introduction 1. As the second largest UK awarding body, OCR designs, produces and assesses
qualifications, particularly GCSEs, A Levels, but also a wide range of vocational and basic skills qualifications. We meet the needs of learners of all ages, working with 13,000 schools, colleges and other institutions. These close links with curriculum and learning have made us very aware of the impact that the introduction of the E-Bac has already had upon the curriculum choices being offered to young people in the critical 14-16 phase of their development.
2. In our recent submission to the Wolf review we expressed the following views
based upon our work and experience as an awarding body: • ‘We have no wish to see the current approach to school performance tables
continue. We have long argued against a process which tries to use one measure (individual candidate performance) to stand proxy for another (overall performance of a school).’
• ‘Accountability measures, based upon qualification achievement always risk imposing perverse incentives in which schools may be tempted to act in their own interests against the interests of their pupils.’
3. Whilst the introduction of the English Baccalaureate in December 2010 marks a
significant change from earlier measures of attainment, these comments remain pertinent in considering the broader impact its introduction may have on the curriculum from 2011/12 onwards.
4. Our submission is based upon evidence that we have gained from:
• An independent telephone survey we undertook with a cross section of just
over three hundred 14-19 providers of all kinds – from which 49 detailed responses have been elicited.
• Recording enquiries/concerns from our school and colleges since the publication of the list of qualifications eligible for inclusion within the E-Bac.
Results of OCR Survey 5. OCR has undertaken a telephone survey with a cross section of schools taken
from the DfE Secondary Schools KS4 Performance Tables 2010 to find out their response to the introduction of the E-Bac. We approached a full range of types of schools and included both schools whose performance: • had been significantly affected in a negative manner by the E-Bac measure
• or had remained the same, or improved. We sought to find out their views of the E-Bac, what they saw as its strengths and weaknesses, what impact if any it would have upon the curriculum they offered and when they might undertake any changes to their current offer.
6. The key findings that emerged were:
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a) Curriculum offer
Two thirds of the schools in the survey already offered all the subjects within the E-Bac. There was recognition that the major impact would be in respect of options offered to students – schools generally confirmed these would be more prescribed and focused around the subjects listed in the E-Bac.
b) Impact of measurement Two thirds of the schools expressed concerns about the use of the E-Bac to measure school performance. Two themes emerged – the retrospective measurement of 2010/11 performance, which was seen as unfair, and the limitations imposed by the range of subjects counted within the E-Bac. There was a recurring view that the E-Bac focuses attention on the academic and does not offer the basis for a balanced curriculum for the whole of the cohort – other measures of performance are needed.
c) Strengths of E-Bac measure There was recognition that the measure strengthens the position of the academic curriculum within schools and an acknowledgement that this was the policy intention. The inclusion of a language within the measure was widely welcomed and it was felt that language teaching, particularly the delivery of a modern foreign language, would benefit from a reversal in the recent downward trend in uptake. There was some concern, however, that there would be a corresponding increase in the number of people studying languages at key stage 4 who were disaffected with the subject and failed to achieve the GCSE.
d) Concerns of impact Three themes emerged – the limited range of subjects that are recognised within the measure; the absence of any applied or vocational learning and the belief that this will result in a narrower more limited offer to students. Concerns expressed in terms of range of subjects focussed around the impact of: - the absence of any creative arts subjects - the limited range of humanities subjects that are included with particular concerns about the exclusion of Religious Studies. The absence of applied or vocational learning was regularly commented upon leading to a view that the E-Bac would lead to a narrowing of choice which would not suit all learners. The concern expressed is that if this remains the dominant measure, schools will limit their curriculum leading to a downturn in achievement and an increase in disengagement.
e) Speed of changes A quarter of the schools surveyed were not going to have to change their offer in the light of the introduction of the E-Bac. Of those remaining, two thirds are either planning changes or are already implementing changes to ensure their curriculum offers students the opportunity to achieve the E-Bac. All of these indicated that these changes would be in place for the 2011/12 academic year.
Concerns expressed by schools and colleges
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7. OCR provides support to schools and colleges using our qualifications by answering queries and receiving feedback through our Customer Contact Centre. Below is a summary of the main concerns raised with us since the introduction of the E-Bac.
Impact upon Language teaching 8. Asset Languages, introduced in 2004, as part of the National Languages
Strategy, is a broad portfolio of language qualifications, that at Preliminary and Intermediate stages has been included in the Key Stage 4 language indicators/measures. All qualifications are based 100% on terminal assessment.
9. Take up has been strong within a broad range of secondary schools (78,591
registrations in 2009/10). Teachers report that the greater emphasis on practical language skills is preferable to the more traditional approach of the GCSE. Schools have indicated that if the E-Bac remains the key measure of school performance they will reluctantly return to the GCSE despite concerns about suitability and appropriateness for learners.
10. There has also been an increase in the take up of our NVQ Language units and
qualifications. This indicates that rather than language teaching being removed from the curriculum, schools have successfully moved to delivering a skills-based approach in recent years.
Impact on Applied Science 11. We have already seen examples of schools switching large numbers of students
away from applied science courses, including examples where students are six months into these programmes. It would appear that decisions are being made to meet E-Bac requirements and not the needs of students.
12. The GCSE Additional Applied Science is a popular alternative to GCSE
Additional Science (which is included within the E-Bac). This applied science specification is designed for students who respond well to a concrete rather than abstract learning style - the course is shown to engage and motivate such students; it has a high proportion of internal assessment and is demanding in terms of both content and assessment. It is not designed for lower-attaining candidates - candidates who do well may progress to GCE A/AS Applied Science.
13. Similarly, OCR Nationals in Science at Level 2 are used by schools to provide a
science curriculum to support students for whom 'academic' GCSEs are judged to be unsuitable. Students taking these courses respond well to an applied approach to science where concepts are related to everyday life and work and may achieve good results. Again, it is not designed for lower-attaining candidates and candidates who do well may progress to GCE A/AS Applied Science.
14. The fact that these two qualifications are not within the E-Bac will mean that,
where candidates have the potential to achieve a Grade C or better at GCSE, they will be steered away from them, although the applied nature of the content and the methods of assessment may be more appropriate for their individual learning styles and interests. Clearly, there is a policy intention to prefer academic, traditional approaches to more practical ones, but care must be taken. It is important that all young people leave school with some form of scientific
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literacy. Ofsted’s recently published report 'Successful Science'1 found that the quality of science education has improved over the past three years. The authors identified that the best science education has scientific enquiry and other aspects of ‘how science works’ at its heart. The report's findings are based on an evaluation of the strengths and weaknesses of science in 94 primary schools, 94 secondary schools, two special schools and 31 colleges visited between 2007 and 2010.
Impact upon Religious Studies 15. Whilst the delivery of Religious Studies remains mandatory, we have received
numerous expressions of concern from schools, that in response to the introduction of the E-Bac, less curriculum time will be allocated to study and fewer candidates will be entered for examination.
16. There is a very strong feeling that this is an outcome that the government would
not have intended and a desire for OCR to represent the views of numerous schools who use our qualifications in this curriculum area to highlight this concern.
OCR’s view 17. The introduction of the English Baccalaureate is a welcome and wholly
appropriate means of rewarding young people who have succeeded across a number of strong academic subjects.
18. However, there remains strong evidence that its use as a major performance
indicator may result in the removal of breadth from students’ learning experience and the driving out of well established applied learning routes that have been proved to aid progression. This will be to the detriment of all learners – even those seen to be highly academic. Getting the list of subjects for inclusion right is one issue – but recognising and valuing achievement outside the scope of the E-Bac is of primary importance. Every learner needs to have access to a programme that provides breadth well over and above the five GCSEs proposed within the measure. This will ensure that both engagement and progression are addressed in the resulting curriculum offer.
19. If we are to persist with school performance measures, other measures will be
required to encourage the use of the full range of approaches to teaching and learning. Both the survey we conducted and the customer concerns we have recorded underline the fear that the benefits of applied learning, in particular, may be lost to the detriment of all learners. This view is also expressed in Professor Wolf’s recently published Review of Vocational Education2 in which she cites Goodhart’s Law: “If a single measure is dominant, it invites gaming or worse: Goodhart’s law states that, if a single measure is used for control, it will become corrupted. As the Royal Statistical Society concluded in its report on performance indicators, good practice therefore requires the use of several measures to indicate performance on an underlying construct – in this case, successful teaching and learning by a school’s pupils.”
March 2011 1 'Successful Science: An Evaluation of Science Education in England 2007 – 10’. Ofsted January 2011 2 ‘Review of Vocational Education’ – The Wolf Report – March 201, page 136
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